This is a paper presentation at the AEA 2016 Atlanta conference. The paper shares the use of a progression of program evaluation designs in the STEM Bicycle Program's three-implementation years in one, eight, and 18 high schools respectively. This project-based learning program is implemented either as a classroom-embedded or after-school program where students assemble bicycles guided by mentors from the industry. Exploratory and descriptive evaluation designs were applied during the first and the next two years accordingly. Additionally, a STEM Attitudes and Persistence Survey Instrument (SAPSI) was created (adapted from Guzey, Harwell, and Moore, 2014 and Duckworth and Quinn, 2009), piloted, and is being validated to assess students’ attitudes and persistence towards STEM with the STEM Bicycle program as the platform.