In this paper, we introduce a meta-approach, used to analyse the results from two separate studies. One is concerning preschool teachers' understanding in the area of STEM (science, technology, engineering, mathematics), the other concern children’s agency in their use of digital technology as part of Art activities. The aim is to develop knowledge of the capacity of work in Art concerning the subject matters in STEM. Over the past decades, the concept of STEAM and STEM has been highlighted, discussed and used in educational research in different ways and Atkinson (2018) corroborate and conclude that STEM misses the quality and the capacity in the A of STEAM. The conceptual framework is the re-reding of two studies where the analytical concepts of the teacher’s perspective and children's agency is used (e.g. Corsario, 2011). With the use of a qualitative approach, we conduct new analyses of earlier research (e. g. Cohen, Manion & Morrison, 2011). The methodologic design is based on the development of a meta-approach and the use of a two-slot chart as a model for conducting the analyses. The research follows guidelines for research ethics adopted in social sciences in Sweden (codex.vr.se) and all participants have agreed to take part in the research. The relatively open and often less goal-directed processes in the atelier can open for the educator’s knowledge of the capacity of work with Art concerning the subject matters in STEM. The result may be of interest for researchers, and for teachers working with STEM education.