There is limited research attention on pedagogical knowledge practices provided for engineering education in the primary school. In a post-hoc analysis of data, this study attempts to understand possible links between pedagogical knowledge practices (Figure 1) and student outcomes within STEM education. The pedagogical knowledge practices are interrelated statistically (Hudson, Skamp, & Brooks, 2005), and not necessarily linear, with a connection to teaching around differentiated learning. To illustrate the interconnectedness of the 11 practices in Figure 1, the following examples are possible: planning teaching strategies can assist with classroom management or preparation can include preparing for assessment for addressing students’ learning needs.