The purpose of this study was to research and identify which elements of a collaborative, hands-on series of STEM training sessions may have related to perceived changes in teachers' self-efficacy, classroom lesson design, and conceptual understanding of engineering within STEM at the elementary level. The study involved eleven teachers of grades 1-5 from a suburban public school in Southern California who volunteered to participate in the research in May 2014. The results provide specific activities and processes that led to increased self-efficacy for teaching STEM, conceptual development for STEM, and conceptual change related to engineering within STEM at the elementary levels. Prior to this study, a tool to determine changes to teacher self-efficacy for teaching STEM through the engineering design process was not available. This research utilized a modified version of existing tools which could be used in further research investigating teacher self-efficacy for teaching STEM. Specific tools, resources, and activities that contributed to the growth as identified through the data analysis were also identified. A new model converging disciplines related to promoting innovative change within organizations also emerged which could be analyzed in future research for application to STEM integration at the K-5 level. [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.]