A unit on geometry and measurement was implemented in a third grade classroom in an suburban school district in Nassau County. This school is classified as an Episcopal, independent school that includes kindergarten through eighth grade. My third grade class was made up of eleven students; two boys and nine females. The unit was implemented over a three week period. The main objects of the unit were to have students describe, and represent geometric shapes and their unique properties. Students constructed knowledge through teacher made lessons that were parallel to their textbook, worked from their workbooks, as well as used manipulatives and design projects to enhance their understandings of geometric shapes. Research was collected in multiple ways. Pre and post assessments were given, as well as journaling, interviews, chapter tests and a design challenge. The design challenge was the culminating activity that brought all of their knowledge into one place. The students were told they were needed to help in creating stained glass for the church doors. Their specifications included having seven different shapes, each a different color, which would be represented in their corresponding "color-coded" sheet, their paper size had to be 8 1/2 in. by 12 in., and their design had to be symmetrical. Limitations of this challenge were that they only had three days and they were limited to classroom time only. Upon completion of the design challenge, post assessments and chapter tests, it was apparent that the students had consistently learned the different shapes and their properties. The students' scores from the pre to the post assessment increased by a range of 15% to 60% except for one student's scores who remained constant. Although students were not previously introduced to an engineering aspect of learning, the design challenge, they became noticeably interested when it was time to have math. They enjoyed being able to design something to show their learning instead of using the traditional paper and pencil procedure. Students particularly enjoyed learning throughout their geometry unit, and it was expressed in their journal writing by more than one student by writing, "Learning geometry is fun." As well as verbally spoken during design days, "This is so much better than the textbook and workbook."