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In STEM education, fewer female students participate in STEM related activities than males (Kim, ND; Sahin et al., 2015). This underrepresentation of females in STEM fields may be attributed to lack of confidence in STEM related to their self-concept, gender stereotyping, or lack of cultural/family support (Cokley, 2002). This study is part of an NSF program that focuses on engaging secondary female students in a constructive learning environment (CLE) to enhance their self confidence in STEM related fields and encourage interest in STEM learning in order to increase females in STEM workforce. The purpose of this proposal is two-fold: 1) to examine the CLE, and 2) to investigate the factors that influence female students’ self-confidence in STEM within a CLE. Using both quantitative and qualitative data sources, this study addresses the following research questions: (1) What is the relationship between a CLE and STEM self-efficacy?; (2) How does students’ sense of belonging impact the relationship between CLE and STEM self-efficacy; and (3) How does the project experience impact secondary female students’ attitudes toward participation in STEM learning?