This study aims to explore the key points of planning cross-curricular courses between STEAM and aesthetic education. STEAM and aesthetic education are two important education policies with a significant influence on future generations. Through research on the possibility of cross-curricular courses, the developmental context of both will be explored, then six potential points of developing cross-curricular courses can be identified: 1. Use art as the foundation for expanding organic creativity and active opportunities in STEAM and aesthetic education; 2. Enhance the freedom of exploration of STEAM and aesthetic education with maker as the medium; 3. Explore STEAM and aesthetic education to solve practical problems in life; 4. With the Curriculum Guidelines as the legal basis, feasible course models for integrated STEAM and aesthetic education are planned; 5. Use Dewey's aesthetics as navigation for philosophical reflection and the search for values, leading to fulfill better practical action; 6. Use the differences as the turning points to complement the different education and as important resources for empowerment. Cross-curricular courses of STEAM Education and Aesthetic Education can begin with their common ground, which will serve as a starting point and reference for practices. However, the differences in their content are also important resources for empowerment and should not be overlooked. Therefore, this is seen as the sixth opportunity for cross-curriculum collaboration. As for how to make the good use of their commonalities and differences to stimulate more possibilities for teaching and learning, more research and practical experimentation will be required in the future.