Students likely to major in and earn college degrees in Science, Technology, Engineering, and Math (STEM) fields are those whose curiosity about STEM careers is piqued at an early age. At the K–12 level, this interest can be enhanced through hands‐on learning, projects with real life context and relevance, and contact with mentors working in these fields.The Interdisciplinary Science and Research (ISR) program at Stratford STEM Magnet High School in Nashville, TN has capitalized on a unique school/university partnership that utilizes a co‐teaching model pairing high school science teachers with Vanderbilt University scientists. The primary teaching strategy is inquiry‐based, incorporating multiple science and math disciplines into the coursework, promoting a facilitated learning model that relies heavily on the scientific method. In a school where the population is 74% minority and 81% of the students are considered economically disadvantaged, ISR provides a rigorous elective to challenge students in STEM disciplines, utilizing project‐based, real world learning.Students in ISR have consistently shown gains when compared to their peers including a 2.7 point increase on the ACT. Additionally, 69% of these students scored Proficient or Advanced on Algebra I and 59% on Biology I end of course exams compared to 33% and 13% of their peers, respectively. When surveyed, students report gains in critical thinking skills, improved public speaking ability, and increased adeptness in working collaboratively. This data emphasizes the need at the K‐12 level for students to be exposed to STEM professionals enhancing STEM content knowledge. While many scientists focus solely on the advancement of discovery and understanding of scientific knowledge, the value of sharing this knowledge with K‐12 students cannot be ignored.