The four papers presented in this symposium report on the evaluation strategies and feedback from teachers as they embarked on designing and implementing STEM approaches to learning in secondary school contexts. The STEM professional learning program was designed to provide time and expert support so that cross-disciplinary school teams of up to six teachers from science, mathematics and technology/engineering could develop new school-based initiatives. A range of evaluation strategies were used in the first two STEM Academy programs to identify factors and approaches that supported teachers' and students' needs, and to further enhance the STEM Academy program. This symposium addresses ways in which the progressive evaluations have informed this change process. Papers include: (1) The STEM Teacher Enrichment Academy Approach (Judy Anderson); (2) Evaluation of the First STEM Teacher Enrichment Academy (Kathryn Holmes); (3) The Second STEM Teacher Enrichment Academy Evaluation: Teachers' and Students' Perspectives (Gaye Williams); and (4) Developing an Evaluation Framework for Future STEM Academies (Debbie Tully). [References included after each paper.]