This research aimed to gain further insight and understanding into how teachers face several barriers with regards to the teaching of STEM as an integrated approach. It highlights how teachers’ attitudes, enthusiasm and passion towards STEM, is shaped by the environmental and personal factors surrounding them. To further support the research, the methods of research chosen were questionnaires for qualified teachers and third-year students, on a teaching Primary Education teaching degree, semi-structured interviews with qualified teachers and field notes. The research highlighted teachers hold the value of STEM education with high importance however, a lack of confidence, subject knowledge, the curriculum, and teacher experience raised questions about teaching STEM as an integrated approach. Furthermore, the value the school places on STEM proves to have influence over teachers desire to implement STEM into their classrooms. The research concludes with recommendations for teachers, initial teacher training programmes and schools to ensure practitioners feel supported to teach STEM as an integrated approach, developing their confidence in the pedagogical approaches and strategies required.