Contemporary educational systems are increasingly required to prepare learners not only with subject knowledge but also with critical thinking, creativity, collaboration, and problem-solving skills. Nevertheless, traditional subject-based instruction often fragments knowledge and limits students’ ability to apply learning in authentic contexts. In response, interdisciplinary approaches such as STEAM education and project-based learning (PBL) have emerged as promising pedagogical models. This article presents a theoretical and analytical study of organizing project-based learning through STEAM technologies in primary education. Drawing upon Uzbek, Russian, and international pedagogical literature, the study examines conceptual foundations, compares traditional and innovative instructional models, and proposes an organizational framework for STEAM-oriented projects. The analysis demonstrates that integrating STEAM and PBL enhances interdisciplinary understanding, cognitive development, creativity, motivation, and social competencies. The findings suggest that systematic implementation of STEAM-based project instruction can significantly improve learning outcomes and better prepare primary school students for the demands of the twenty-first century.