As the need for competent Science, Technology, Engineering, and Mathematics (STEM) workforce and entrepreneurial development continue expanding globally, there is value in assessing if current educational processes expose middle school students to STEM curricula and career guidance at an optimal age. In addition, more research is needed to explore, identify,analyze, and understand the impacting factors influencing STEM career decision-making among middle school students. This qualitative exploratory study investigates these factors through the lens of educator practitioners responsible for teaching students in Washington DC and its adjoining Maryland suburbs. The participants in the study range in expertise and experience from 5-40 years in a variety of roles and positions. The researcher identifies the middle school time frame when students are typically aged 11-13 as the pre-decisional stage in their career consideration process. During this period, the students experience mass media and social media messages prompting and promoting thoughts about their future career, occupational and vocational interests. The study leverages Social Cognitive Career Theory to investigate their career interests, self-efficacy, goal expectation, choice goals, and motivation. The study addresses the problem of limited data analysis exploring the topic for this geographic region. [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.]