In recent years, the integrated approach of STEM disciplines (Science, Technology, Engineering, and Mathematics) has been adopted in the Middle East to improve students' scientific capacities and their formative thinking. Nevertheless, this approach encounters complications in the application, including many due to gender differences. Middle Eastern women's life and education is affected by conservative constraints and social norms where gender stereotypes and culture impact shared views about specific domains. Research regarding gender has frequently emphasized gender imbalance in virtually all STEM study fields and professions. This study explores STEM education's conceptual framework in Jordan and Saudi Arabia. Likewise, it provides an overview of STEM teachers' practices and their gender perspectives in the classrooms. We investigate the implementations and gender differences in STEM education by scrutinizing relevant literature and studies in the selected countries. The conclusions indicate a shortage of teachers' knowledge in applying STEM education in classrooms and a need for more development programs that qualify teachers for STEM education applications. In addition, the results show that gender disparities are promoted by the education system and teachers who teach STEM subjects in schools because social norms and gender stereotypes influence them.