New pedagogical approaches have recently emerged in higher education to make scientific learning more active and engaging in the classroom. While the curriculum of many colleges have started to use active learning techniques such as case study analysis, analysis of scientific literature, the emergence of STEAM, a method for integrating creativity and the arts with STEM fields is largely absent in the classrooms of undergraduate education. STEAM was initially developed at the Rhode Island School of Design as a way to foster collaboration between artists and engineers. The purpose of STEAM was to solve engineering problems through the creative approaches of design. While STEAM teaching practices have primarily flourished and have been utilized in elementary school education, STEAM remains to be explored in the undergraduate classroom. The following study investigates utilizing STEAM pedagogy in undergraduate upper elective science courses. Results show that students majoring in both biology and neuroscience are unfamiliar with combining creative arts with scientific ideas and concepts. While many students are familiar with reading and analyzing scientific papers most have never integrated art in STEM classrooms. Student assessments revealed students general reluctance to use “drawings” “schematics’’ during classroom assignments. Students were only willing to use creative arts approach to questions that were more challenging to answer. Results analyze the relationship between STEAM teaching techniques and student learning outcomes. The ongoing study proposes methods on improving student learning through STEAM techniques. The study also outlines approaches that make STEAM more accessible to undergraduate students in higher education.