INTRODUCTION: Integrating assistive technology (AT) into occupational therapy (OT) education is critical to educating students to utilize AT to enhance individual independence. This study aims to describe the development of a science, technology, engineering, arts, and mathematics (STEAM)-based AT curriculum in OT and evaluate its effectiveness using the Kirkpatrick model. METHODS: An 18-week STEAM-based AT curriculum was created with lectures, hands-on activities, and a simulation exam. A one-group pretest-posttest observational study was undertaken with 40 undergraduate students to gauge its effectiveness. Their professionalism was evaluated using a multidimensional checklist, whereas a satisfaction survey gathered their feedback on the curriculum experience. RESULTS: Level 1: Participants reported high satisfaction (mean = 4.61,  = 0.36), with a 97.5% agreement. Level 2: 95% ( = 38) passed the AT curriculum exam. Level 3: Therapists and patients expressed satisfaction with participants' AT skills (therapists: (39) = 12.22,  < 0.001; patients: (39) = 8.84,  < 0.001). Level 4: Participants showed significant improvement in professionalism ((39) = 16.45,  < 0.001). Lastly, using the Kirkpatrick model, the STEAM-based AT curriculum passed the evaluation. CONCLUSIONS: The STEAM-based AT curriculum in OT enhances professionalism and potentially boosts patient satisfaction with AT services provision.