In today's academic environment many instructors are still looking for ways to include arts into their STEM courses. The following describes the implementation, outcomes, and reflective insights from incorporating creative projects into a traditionally lecture-based veterinary STEM course. Near the conclusion of the semester, students enrolled in a veterinary parasitology course were given the opportunity to submit a creative work related to course content for extra credit. Students could choose any artistic mediums including stories, paintings, songs, sculptures, or any creative format that demonstrated their understanding of concepts. All projects were then presented and explained during a dedicated class session. By completing this project students deepened their comprehension about anatomy, life cycles, pathogenesis, and treatments. Qualitative feedback showed students were excited about generating their ideas, expressed how it helped them destress, and enjoyed sharing their artistic talents with others. Some used the opportunity to try and learn new skills. Instructors can assess students understanding and comprehension in a less traditional method and interact with them in a more relaxed setting. This often provides a time for informal, higher-level discussions or questions. This assignment helped to transform a traditional veterinary STEM course to a STEAM experience by adding an arts component. This showed how arts-based assignments can enhance student learning, reduce academic stress, and build peer relationships. This approach could readily be used in other STEM courses where content lends itself to creative interpretation.