This paper reports on a case study of a science, technology, engineering, and mathematics professional learning community (STEM PLC) that was set up to support a group of science teachers to teach STEM. Set in the context of an Islamic school in Southern Thailand, cultural sensitivity was invoked in forming the STEM PLC. The school offered a unique program that incorporated general education and Islamic religious courses following the Muslim way of life. Coherent with the core principles of PLC, the Islamic practice of Shura was infused into the conduct of the STEM PLC as a form of STEM teacher professional development. Based upon the descriptive and thematic analyses of the qualitative data collected during the Shuratic STEM PLC processes, we show how Shuratic practices when integrated into the PLC processes could empower teachers to change their understanding and beliefs in STEM teaching. The findings of this study have implications for educators and researchers interested to establish STEM PLC in Islamic school contexts to support and develop science teachers to accept and take on the challenge in STEM teaching.