The evolution of Science, Technology, Engineering, and Mathematics (STEM) pedagogy into the public school system has been an initiative since the 1970s. This has failed timelessly because of the lack of professional development and framework for teaching this curriculum. Participants understood that STEM is an important concept for their students. It is the "how" behind the integration that is hindering full STEM pedagogy in elementary schools. The blurred vision of what a STEM program should be to become an effective program is a problem in education. This mixed-method study evaluated the STEM program in a suburban school district in relation to the STEM initiative proposed in Virginia in 2018. The lens of the program evaluation was analyzed by a logic model. Administrators', coaches', and teachers' perceptions of STEM pedagogy vary and caused a cloudy interpretation. The disconnection between professional development and ongoing reflection is a problem for school campuses. This program evaluation reflected the positives and negatives that surround a STEM program through administrators', coaches', and teachers' perceptions through surveys and interviews. The researcher found that the results from the quantitative and qualitative data showed disparities in the implementations of the STEM program inputs, which created disparities in the outcomes of the STEM program. The program evaluation gained insight into the STEM program thorough surveys and interviews from the teachers, coaches, and administrators. To move forward, the district should follow through with their initial goals set in 2018. Creating a curriculum that increases teachers' knowledge and training on the foundations of STEM literacy and effective STEM lessons will produce strong foundations, increase diversity, and prepare students for the future STEM workforce. [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.]