This study aimed to understand and gain further insight into how school context and personal factors can play a pivotal role in primary teachers’ attitudes and enthusiasm towards teaching STEM as an integrated subject. To support the researcher's understanding, the primary research methods chosen were semi-structured interviews with teaching staff, questionnaires, and field notes. The research study found that participants recognised and placed high importance on the teaching of STEM and advocating STEM careers, but questions were raised as to whether an interdisciplinary approach is always the most beneficial when it comes to children’s learning and progression. Prior experiences, subject knowledge, and the value the school places on STEM also proved to have an influence on teachers’ confidence and motivation, with several supports identified to help improve teachers’ abilities to teach in an integrated way. The study concludes with recommendations for teachers and schools to ensure practitioners feel supported and confident with STEM concepts and pedagogical approaches.