The problem addressed in this qualitative descriptive study was that despite the evidence illustrating the significance of STEAM curriculum in students' academic and career success, there was still a considerable degree of uncertainty regarding what challenges were faced by P-8 schoolteachers and what support may be required to facilitate the implementation of STEAM in the classroom setting. The purpose of this qualitative descriptive study was to explore P-8 schoolteachers from implementing STEAM curriculum in their classes. The study included a convenience sample of 10 P-8 schoolteachers from public schools in the Southeastern United States who participated in virtual interviews based on a researcher-developed semi-structured interview protocol. Data were analyzed using the six-step inductive, thematic coding method, showing what influenced their implementation of STEAM. All participants stated that STEAM implementation was incomplete, partly because STEAM was misaligned with the standard curriculum. STEAM implementation challenges included a lack of teacher and student readiness. Teachers were inadequately prepared to implement STEAM instruction fully because they had insufficient time for cross-disciplinary collaboration, insufficient training, insufficient preparation to plan STEAM lessons, and unclear standards for STEAM instruction. The findings of this study are crucial in understanding the challenges teachers experience when implementing STEAM in their respective schools. The findings may also inform policymakers about the appropriate techniques to address STEAM integration barriers. [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.]