STEM education can not only cultivate students’ STEM literacy, but also promote students’ inquiry and critical thinking skills. Currently, STEM education in China is mostly carried out in the form of school-based curriculum or joint-projects with external agencies, such as science centers or museums. It needs to be integrated into the national curriculum. The National Compulsory Education Curriculum Standards (2022 Edition) focus on labor curriculum as a way of furthering the cultivation of students’ labor literacies. The labor curriculum is a natural field for STEM education because of its comprehensive practical nature. However, there is an urgent need to explore exactly how to implement STEM projects in regular school teaching. C-STEAM education is a STEM education model that aims at the transmission of traditional Chinese culture. In order to explore STEM education in the labor curriculum, we designed and implemented a labor curriculum project based on the 6C model of C-STEAM education. Based on a systematic analysis of the traditional cultural characteristics of the location (Beijing), the Luban Lock Project takes mortise and tenon construction ( ) as its theme, asking students to consider the cultural import of this architectural technique and to craft their own 3-way Luban Locks ( ) as ways of cultivating their core labor literacy. After the four-week project, students’ performance, reflections, and evaluations showed that the project did promote labor literacy and that students were satisfied with this learning experience.