This study explores the relationship between elementary teacher candidate affective dispositions and the action of STEM lesson planning. While affective dispositions are important, understanding the connection between dispositions and practice is key. Teacher candidates' affective dispositions about STEM education and instructional planning were examined after participating in a virtual STEM experience. Seventeen elementary teacher candidates experienced STEM instruction via summer virtual courses and field placements. This article focuses on responses to questions about affective dispositions that were coded using inductive analysis. Dispositions towards the following themes were identified: ways to teach integrated STEM, use of inquiry and open ended questions, and confidence. Early childhood lesson plans were coded deductively using the characteristics of model-eliciting activities. Analysis of the data found that teacher candidates who experienced learning, observing, and planning via virtual experiences demonstrated positive affective dispositions towards teaching STEM. However, there were areas of disconnect between the affective dispositions expressed and the instructional action of planning STEM lessons. The data suggest the experiences of learning, observing, and planning STEM lessons can be meaningful in professional growth, but that more needs to be done beyond these experiences to create synergy between instructional actions and affective dispositions related to STEM education.