Abstract: People of color are increasingly marginalized in STEM fields, especially in computing. Furthermore, teachers in formal classroom environments face challenges pertaining to them explicitly teaching students 21st century skills, such as critical thinking and problem solving. To combat these issues, Easley Space Camp offered students an opportunity to design their own virtual reality environment, during the last hour of each day for three days. The curriculum developed for “STEAM Hour” intentionally facilitated students’ creative processes, which are critical thinking and problem solving skills. This paper is a single case study with one student as the unit of analysis. Findings indicate how the student’s creative processes and interest in code and design increased. The significance of this case suggests that curriculums that are purposefully designed to facilitate creative processes can improve students’ 21st century skills while simultaneously engaging them in STEM areas.