Today, it is of great importance to establish a workforce with knowledge and skills in fields such as science, technology, engineering, mathematics and education in order to reach the level of developed society. STEM, as an integrated educational approach, is known as one of the effective methods in teaching such knowledge and skills. However, the success of this method requires teachers to be competent in the field of STEM and it is important to investigate teachers' self-efficacy levels regarding to STEM approach. Therefore, the purpose of this study is to determine junior high school teachers' self-efficacy for STEM practices. It was designed as a survey research within the quantitative research methods. The sample was made up of 38 voluntary teachers working in junior high schools located in the city center of Aydin, Turkey. The data were collected through a questionnaire including questions asking for participants' demographic characteristics and Teachers' Self-Efficacy Scale for STEM Practices. According to the findings, participating teachers, on average, had a moderate level of self-efficacy for STEM practices. No significant difference was found in their self-efficacy scores according to gender, work experience and reason for choosing teaching experience. [For the complete proceedings, see ED631021.]