In this study, Swedish STEM-teacher students' experiences of STEM-actors are explored. 85 teacher students have visited each, of a total of 21 different STEM-actors (science centres, museums, maker spaces, code clubs etc.) who all offer school classes STEM-activities but also in-service teacher education. The teacher students were given the task of observing, interviewing and analysing. The teacher students' report texts constitute data that has been analysed thematically. In the teacher students' statements, no disputing attitude towards the STEM-actors emerge. It seems that a preconceived approach is being developed among the teacher students that the school system needs external STEM-actors for both further education and teaching in T&S. The student teachers become convinced that the formal school setting fails to make the subject of technology fun and interesting enough. Nevertheless, the student teachers are not completely convinced that doing (construction), i.e. practical work, is always what should be most important. They express the view that the teaching must contain engaging, fun and interesting elements and that it requires subject competence of the teacher. The student teachers are undergoing a teacher training course which includes encounters with STEM actors, that seem to have resulted in a view that technology teaching in a formal school setting is insufficiently interesting, engaging and fun.