This study examines the impact of socio-culturally responsive pedagogical approaches, multimodal ways of meaning making, and place-based pedagogies in the development of STEM literacy among middle-grades migrant students during a summer program. The students participated in an agriculturally-themed STEM literacy unit aimed at increasing their science knowledge and skills, strengthening their mathematical abilities, enhancing their ability to use technology for research, and improving their academic vocabulary and writing skills. Qualitative and quantitative data were collected from the students’ pre/post surveys, pre/post tests, assignments, and group interviews. Our results demonstrated significant improvements in the students’ vocabulary and conceptual understandings, and their increased interest and awareness of the interrelations between science, math, technology, and literacy.