The new case for STEM education developed over the course of several years. In this chapter, the author shares how his concerns about the STEM movement resided in the significant diversity in what STEM meant when it comes to educational policies and how they translate to curriculum programs and teaching practices. When educators are asked about STEM initiatives, responses vary. STEM had become more of an educational slogan and did not have a clear definition and plan for policies, programs, and teaching practices. I believe there is a new and urgent need for STEM education, and it must express new aspirations that complement traditional approaches to the respective STEM disciplines. Teacher background information is included in this book selection, as well as the Table of Contents, Preface, Acknowledgments, About the Author, References, and Index.