The purpose of this research was to ascertain how the summer job experiences at the EYES (Educating Youth in Engineering and Science) program impacted former instructors’ personal and professional development. Science, technology, engineering and math (STEM) educational research in a camp environment is mostly focused on student learning and achievement; my research instead focused on the impact on and outcomes for the program instructors, who develop and deliver the educational material for children. The EYES program is a not-for-profit organization based at the University of Regina. It has a mission of sparking curiosity and developing a lasting interest in science, engineering and technology for young people in southern Saskatchewan. The program is staffed by one year-round coordinator, a part time assistant coordinator and numerous summer students who are hired as instructors. My thesis describes the structure of the EYES program, my involvement as coordinator, a literature review of consulted sources, the methodology used, an overview of results of both the survey and interviews conducted and conclusions based on this work. The findings show that for many instructors this experience was a powerful, formative and meaningful. Many gained a better understanding of how to work with youth, teaching strategies, and the nature of science, while at the same time developing meaningful friendships with staff and engaging in staff mentorship. Finally, EYES also changed many instructors’ perceptions and understandings about poverty and sexism in Saskatchewan, after their experiences in EYES outreach programs with underrepresented groups.