When the COVID-19 pandemic forced school closures, science, technology, engineering, and mathematics (STEM) teachers were left with the challenging task of devising ways for students to conduct experiments at home. This was necessary because experiments and other hands-on activities are integral to STEM education and are linked to the development of students' critical thinking skills, academic achievement, and science-related real-world skills. Based on a literature review, this study examines the methods used at the time to conduct STEM experiments remotely and provides recommendations for educational policy and practice. Findings indicate that experiential and immersive learning were the two main strategies used to accomplish home-based STEM experiments. However, experiential learning appeared to be the most prevalent and easiest to implement, especially in disciplines such as biology and environmental science. Based on the successes and limitations of the two approaches, the study concludes that consciously incorporating experiential and immersive learning into educational policies and practises would be a significant step toward better preparing teachers and students to employ them in emergency situations when teaching and learning have to be conducted remotely. [For the complete Volume 21 proceedings, see ED629259.]