Science education has been the focus of reform for years since the publication of the Next Generation Science Standards (NGSS) framework in 2013, which included eight science and engineering practices to enhance science literacy in students across the United States. Despite the attention science education has gained over the years, teachers still struggle to understand and implement NGSS and its related practices. This study investigated whether the interaction between a teacher's educational career preparation pathway and the type of research experience they may have influenced the frequency they reported using NGSS science and engineering practices. The practices were grouped into investigating, sensemaking, and evaluating/communicating categories to connect to the phases of student learning. The participants for this study were recruited through several Facebook social media groups. A total of 197 U.S. secondary teachers provided complete questionnaires for the sample for this study. A two-way multivariate analysis of variance (MANOVA) was conducted to determine whether the pathway and research experience influenced the frequency of implementing NGSS practices. Using Pillai's trace, significant effects were found for research experience but not for pathways. The results of the MANOVA showed a significant interaction between pathway and research experience, indicating a statistically significant effect on the frequency of NGSS practice implementation by teachers. Findings from this study indicated that teachers from both alternative and traditional pathways with STEM-related (science, technology, engineering, and mathematics) research experiences from a STEM career or professional development used NGSS practices more frequently, specifically in the investigating and evaluating/communicating categories. [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.]