Science, technology, engineering and mathematics (STEM) education is a critical component of federal policymakers' agendas. Out-of-school time (OST) programs are designated as an important venue to teach STEM to K-12 students. Using a sample of OST direct staff in Pennsylvania (n = 133), the present analysis examines instructional methods used for STEM lessons and then explores the comfort level that staff have teaching STEM. About 20% or more of staff are not comfortable teaching STEM, depending on the subject. Multivariate analyses (Mann-Whitney tests) also show that staff with fewer STEM credentials, and who work in less-networked programs, or programs with less STEM instruction overall, are more likely to express discomfort teaching STEM. Policy and planning implications are discussed.