The implementation of course-based STEM research experiences in high school would greatly expand access to high-level research, thus providing more students with the type of integrated learning recommended by organizations such as the National Science Board and the National Academy of Science. While there is ample literature on the success of course-based research experiences (CREs) at the undergraduate level, little work has been done to understand the barriers to and necessary support for the implementation of CREs at the high school level. To guide local reform efforts in this area, this study evaluated the perceptions of local STEM teachers through a survey questionnaire and semi-structured interviews. Results indicate that while most STEM teachers are confident in their ability to teach research skills, important features of authentic research are not frequently incorporated into classes. Major barriers identified in this study include time (planning time for teachers and time during class), student interest and preparation, resources, and a structure for research at local schools. To overcome these barriers, teachers identified a need for training in general research methods and support from experienced teachers, STEM experts, and district personnel in the development and implementation of a research curriculum, as well as general support from schools and administrators. These findings offer a unique overview of the challenges of STEM research in high school, as well as key supports for the successful integration of course-based research experiences. Finally, a set of recommendations is provided to help increase opportunities for all students to engage in authentic STEM research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]