There exists a gap in the literature that discusses the issue of those who teach STEM degree courses who have not been given appropriate training to effectively integrate and implement analytical problem-solving skills (APSS) within their curriculum. At the center of this research is the need for effective training of implementing analytical problem-solving skills in STEM secondary charter school classrooms in School District X, Florida. The participants consisted of 154 secondary classroom teachers, predominantly from STEM influenced courses. An exploratory factor analysis was conducted to find correlating factors from the STEM survey tool used in this inquiry. From the survey respondents' additional participation, this study explored major themes from the experiences of the classroom teachers implementing APSS integration into their classrooms. The findings of this study intend to enhance the literature of APSS integration and study of the need for effective training of secondary teachers in implementing APSS instructional competencies in secondary classroom. [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.]