STEM (science, technology, engineering, and math) disciplines are considered key to the scientific and economic improvement in the United States. As noted by the Carnegie Corporation of New York (2011), we need a nation in which "all" teachers and thus, all students, are "STEM-capable" (p. 2), that is, equipped with a broad foundation of STEM knowledge as well as a set of crucial skills needed to achieve rigorous STEM learning. Unfortunately, current STEM education in the U.S. fails to provide students with opportunities to "experience" how science, technology, engineering, and math are conducted in the real world. Problem-based learning (PBL), as a student-centered curricular method, has significant potential for engaging students in authentic STEM content through the active pursuit of workable solutions to real-world problems. In this article, the authors describe benefits and challenges to adopting a PBL approach in both teacher preparation programs and K-12 STEM education. (Contains 1 table.)