The purpose of this qualitative study was to examine the experiences and practices of STEM teacher leaders in elementary schools. The characteristics of the STEM teacher leaders were studied under the Teacher Leader Model Standards (2011) framework. The Teacher Leader Model Standards included: fostering collaborative culture, assessments, professional development, improving instruction, usage of data, community and family collaboration, and advocacy. STEM teacher leader participants shared their rich experiences in each of the aforementioned leadership components. The practices of STEM teacher leaders were explored by the pedagogies with which they teach STEM: reflection, real-world, hands-on, collaboration, creativity, and inquiry. Study findings included: (1) STEM teacher leaders exhibit an affinity to STEM related subjects, experiences, or important figures in their lives who exemplified STEM teaching and learning. (2) STEM teacher leaders use integrated STEM pedagogies. (3) STEM teachers function as school leaders by modeling innovation through STEM. (4) STEM teacher leaders face challenges and barriers that limit their implementation of STEM approaches. [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.]