STEM education seeks to respond to the challenges of the fourth industrial revolution and to prepare future generations of the city in 21st century skills and scientific and technological vocations. This article aims to identify the characteristics of the educational experiences lived in processes of partial and total implementation of the STEM approach. To this end, the article is located in the empirical-analytical paradigm, with a population of 2,511 teachers and 18,421 students from the 10th and 11th grades of 75 educational institutions in Medellín. The probabilistic random sampling (confidence level of 95% and margin of error of 5%) shows a sample of 390 teachers and 384 students. However, after filtering, data from 570 teachers and 3,262 students collected through a survey of 139 questions (Likert, dichotomous, polytomous, and multiple choice) were analyzed. The results allow identifying problem-based learning as the most implemented didactic strategy; the area of technology and information technology with the highest integration into the curriculum; the greatest uses of Information and Communication Technologies (ICT) are for communication and collaboration; the most implemented digital competencies are for surfing the internet and using email, and the partner with the most significant participation is the state, represented in different public and private organizations. Among the conclusions arises the need for a greater reflection and awareness of the processes and learning achieved by researchers and educational institutions to strengthen students' scientific and technological training.