This disquisition addresses the critical issue of disproportionate representation of girls in K-12 technology engagement, a problem that persists both in the local context and nationally. Grounded in post structural feminist and Black feminist theory, this improvement initiative emphasizes the importance of addressing the logistical barriers that prevent access to opportunities for girls, specifically opportunities in educational technology engagement, while acknowledging the underlying critical issues of deficit thinking, stereotype threat, and biases. The improvement initiative implemented a program, “Girls Tech,” which was designed as an after school program for girls in grades 3-5 to engage in technology learning. This program included eight, 90 minute sessions facilitated by three female educators experienced in STEM. Implemented in a rural North Carolina School district, the program implementation utilized improvement science. The research design included data collection both formative and summative in nature. Data collection took place through the use of facilitator surveys, checklists, and interviews, as well as student interviews and student drawings. This study employed various coding techniques to analyze the qualitative data collected as well as descriptive statistics to analyze the quantitative data. Results indicated positive outcomes in improving girls’ confidence, interest, and skills in technology. The data reported increased student engagement and improved problem-solving skills, as well as fostered a newfound excitement for coding and robotics as well as a shift in perceptions that indicated a stronger sense of belonging in the technology space. Process measures demonstrated high fidelity of implementation and balance measures showed minimal disruption to other activities. The disquisitions findings align with extant research on the importance of early exposure, countering stereotypes, and addressing systemic barriers. The initiative addressed social justice issues by confronting the lack of proportionate representation of girls in technology fields and empowering marginalized voices through the creation of counter spaces and the valuable asset of female role models. Implications and recommendations for practice include scaling the program, addressing logistical barriers, extending the program duration, and incorporating more opportunities for technology exposure and technology career opportunities. Policy recommendations include expanding access to girls-only STEM initiatives, integrating technology learning into core curriculum, and revising assessment methods for STEM education. This disquisition contributes to the broader goal of creating a more equitable education system by providing evidence that targeted strategies, combined with continuous improvement to tackle systemic barriers can effectively make change for representation of girls in technology education. Future research should focus on longitudinal studies to assess long-term impacts and explore the intersecting identities of girls that may affect participation in STEM and technology fields.