This research examines the impact of a structured “Brick by Brick” LEGO intervention on creativity and problem-solving in 3rd and 4th-grade students from low socio-economic backgrounds. Using traditional LEGO bricks rather than robotics, the study applies pre- and post-intervention assessments through the Alternative Uses Test (AUT). By addressing gaps in context and population, the research contributes evidence for affordable, scalable educational tools that promote higher-order thinking skills in resource-constrained learning environments.