There are many initiatives currently in place to increase representation in STEM in K-12 schools, however there is still a lack of representation in STEM courses and STEM careers. The purpose of this multi-strand parallel sequential mixed method study was to provide insight into the barriers and perceptions of STEM held by educators, counselors, administrators, and students. This study was designed to uncover the obstacles that are prohibiting underrepresented groups from entering STEM courses and STEM careers. Both quantitative and qualitative data were collected from educators, counselors, administrators, and students in Louisiana with some data being collected nationally from educators and administrators. The multi-strand parallel sequential mixed method involved surveying the students, educators, counselors, and administrators to perform a quantitative analysis. The parallel sequential strand was using the analysis from the quantitative analysis to develop questions for qualitative analysis. The qualitative analysis consisted of interviews with educators. The mixed approach led to triangulation and meta-analysis. The first strand began with a quantitative survey with stakeholders in K-12 spaces. The survey was administered to students, educators, counselors, and administrators via a direct link, social media posting, or email to gather data on perceptions and barriers to STEM. Demographic information was also collected. Following the administration of the survey, a structured interview was held via Zoom with two educators. Those who could not attend the Zoom participated via phone interviews. Data from the quantitative survey was discussed. This study revealed that there are some barriers in place that are prohibiting underrepresented students from entering STEM courses. Barriers such as current policies for placement into advanced level courses are a huge issue stopping from underrepresented groups to be represented in the advanced level courses. Students have a skewed understanding of what STEM is and what it is not. Funding for schools is not equally distributed and when funds are allocated there are some mismanagements and diverting issues causing the funds to not reach the target audience. Counselors in some districts have caseloads that do not afford them the opportunity to be more intentional with suggesting courses to underrepresented groups in turn enrollment in higher level STEM courses remain with a huge disparity of representation and diversity. Representation of the educator population remains problematic. Underrepresented groups are not able to see a reflection of themselves in higher level STEM courses. This causes those marginalized groups to feel a sense of belonging in those spaces. [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.]