Including the arts with science, technology, engineering, and math opens up new ways of thinking, seeing, and learning for students of all ages. Jobs in the science arena are growing three times as fast as other jobs in the United States, however poor retention figures show that many students are not successful in their attempts to pursue advanced degrees in these future-focused areas. Research has shown that students who use inquiry-based instruction with integrated science, technology, engineering, arts, and math (STEAM) practices in the classroom are more engaged and have higher rates of success. This qualitative case study investigated how teachers perceive their preparedness to teach using STEAM and inquiry-based instruction after long-term professional development paired with embedded coaching. This study used a single case study comparing teachers who received just professional development and teachers who also received embedded coaching. Interviews were conducted using semi-structured, open-ended questions with the teachers who received professional development. A focus group was also conducted with the teachers who also received embedded coaching. Participants were 10 educators from a south Scottsdale elementary school in Arizona along with the four "innovators" who also received embedded coaching. All 10 of the teachers in this study saw positive impacts on their teaching skills, their student's achievement in class, and they all will continue to use this method of teaching in the future. Teachers in this study described feelings of increased preparedness, positive effects of STEAM education on students, an affirmation that they would continue to use this methodology of teaching, and increased confidence. [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.]