<p>Effective teamwork is crucial for the academic and professional success of STEM students. However, structured, theory-based frameworks to enhance teamwork skills remain limited. This study applies the Theory of Planned Behavior (TPB) to design and evaluate interventions that enhance attitudinal and motivational factors to facilitate the application of teamwork skills among engineering students. Forty-four students in two engineering courses participated in pre- and post-intervention self-assessments using an adapted TeamQ survey and qualitative feedback. Interventions targeted attitudes toward, subjective norms, and perceived behavioral control of teamwork in course projects. Quantitative results showed significant improvements in behavioral indicators of teamwork, including participation, communication, task management, and conflict resolution. Qualitative analysis using Latent Dirichlet Allocation, Non-negative Matrix Factorization, and sentiment analysis indicated increased focus on leadership, accountability, and positive perceptions, with a notable decline in negative sentiments, reflecting shifts in students’ expressed attitudes. Findings provide preliminary support for TPB-based interventions to foster teamwork skills and a structured framework for integrating such training into curricula. The study highlights the importance of addressing both technical and psychological factors to promote successful collaboration in engineering education, with potential implications for broader STEM contexts.</p>