Drawing on a concept-map methodology, we investigated how 18 prospective elementary teachers (PSTs) conceptualize STEM thinking as habits of mind shared across STEM domains in the context of problem-solving prior to explicit classroom discussions about STEM thinking. A 28-question, 5-point Likert-scale survey was used to explore PSTs' orientations for STEM thinking in elementary school mathematics classrooms. Our results show that PSTs come to teacher education with many general ideas about STEM thinking in problem-solving contexts but do not necessarily see STEM ways of thinking as common habits of mind supporting problem-solving across STEM domains. Our data also reveals that PSTs come with positive overall STEM thinking orientations, but they tend to be hesitant to think about themselves as future teachers who foster STEM thinking in their elementary school classrooms. We discuss implications for teacher preparation. [For the complete proceedings, see ED657822.]