New educational initiatives and government organizations suggest the implementation of STEM (science, technology, engineering, and mathematics) lessons should begin at the elementary level as a primary means of inspiring young students to pursue these subjects and careers later in life. However, research supports the claim that elementary teachers are not adequately prepared, equipped, or knowledgeable on the four STEM disciplines to effectively instruct these subjects. More research is needed to better understand how teachers conceptualize STEM instruction in the elementary classroom in order to identify challenges that prevent or inhibit their ability to produce meaningful and impactful STEM educational opportunities for young students. Therefore, the purpose of this study was to explore elementary teacher attitudes, beliefs, and opinions regarding STEM education. This study used a convergent mixed methods design that involved collecting both quantitative and qualitative data concurrently during the same data collection phase through a survey distributed to suburban elementary teachers in a major Midwestern, United States city. After data collection, the quantitative and qualitative data were analyzed separately before intentionally merging the two datasets to provide a better understanding of the problem. The quantitative data, analyzed using parametric and non-parametric techniques via the Statistical Package for the Social Sciences (SPSS), showed teachers felt most confident teaching STEM through mathematics and science but less confident teaching through an integrated or engineering approach. The qualitative data, analyzing using thematic content analysis, demonstrated that teachers understood the benefits and value of integrated STEM for students. However, by using the qualitative findings to inform the quantitative results, the researcher obtained an expanded understanding of how a teacher's perceptions of the value and benefits of STEM education do not necessarily translate towards effective STEM instructional practices. More support and research are needed to identify how to develop elementary teachers into effective and confident STEM educators. [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.]