To improve student literacy in science, technology, engineering, and math (STEM) education, a STEM program was established in an elementary school in a southeastern state. The problem addressed in this study was that it was unknown how teachers were implementing the STEM framework within their classrooms within a school district in South Carolina. The purpose of this study was to explore the perceptions of teachers and administrators of this school regarding the implementation of STEM frameworks in classrooms. The conceptual framework for this study was comprised of the STEM model developed by Krahenbuhl and the theories of Bruner. The research questions explored the perceptions of teachers and administrators on implementing the STEM curriculum. Data were collected through interviews with four elementary educators (three teachers and one administrator) with five or more years of experience in the school. Open coding of the data led to two emerging themes: the authentic implementation of STEM creates the best learning environment, and administrators' focus on deliberate actions becomes habits for changing the learning environment. The findings of this study led to a 3-day professional development project developed to benefit the implementation of a STEM curriculum. This study may lead to positive social change with schools and community stakeholders using the information about curriculum implementation and program content to improve their curriculum and processes resulting in potential educational growth and understanding of STEM, a set of skills that help 21st -century learners excel in school and beyond. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]