As agricultural education propels itself into the 21st century, a focus on Science, Technology, Engineering, and Mathematics (STEM) education has been prioritized. While STEM integration has been held in high regard, many employers claim that students lack the necessary STEM-based skills to be successful in an entry-level position. In addition, STEM achievement of agricultural education students has not been consistent. This study aimed to ascertain the perceptions of Alabama and Georgia CTE administrators employed in school districts with agricultural education programs on the importance of integrating individual STEM skills into Agriculture, Food, and Natural Resource (AFNR) pathways. In this descriptive correlational study, 129 CTE administrators were emailed a survey through Qualtrics to rate 62 STEM-based AFNR standards using a five-point Likert-type scale. Results of the study suggested that most CTE administrators valued all assessed STEM-based AFNR standards as Very Important or Extremely Important. A mixed model was used to determine any statistical differences in importance ratings between Alabama and Georgia and among pathway scores. AFNR pathways with the highest importance ratings included the Animal Science Pathway, Plant Systems Pathway, and the Food Products and Processing Pathway. AFNR pathways with the lowest ratings included the Power, Structural, and Technical systems pathway and the Biotechnology pathway. No statistical differences were found between states, suggesting consistency between CTE administrators in these two states. These results suggested that CTE administrators value STEM and that agricultural educators should ensure STEM is integrated into their course curriculum. [Note: The page range (23-39) shown on the PDF is incorrect. The correct page range is 40-57.]