Most people know STEM as science, technology, engineering, and mathematics. Many conversations have taken place about the need to recruit students into STEM fields and STEM careers. As educators work to that end, we find that there is a need to examine how STEM is perceived and practiced by our students and teachers. In the past, educators have often taught each area individually--science only with some math, technology that might apply to science or math, engineering as an application of science and math, sometimes assisted with technology. Even now, when people refer to STEM, they are referring to something that may or may not be presented in an integrated fashion (Williams, 2011). Although we would agree that the components of STEM do not need to be taught all together, all the time, authentic exemplary integrated STEM curricula are difficult to find. When educators refer to integrated STEM teaching and learning, they often mean SM (science and math) or TE (technology and engineering), and one might even find STM or SEM. Integrated STEM is defined in this paper as a lesson that combines all aspects of STEM: science, technology, engineering, and mathematics in a unique way that is dependent upon all of the fields. There are a few examples of integrated STEM instruction, such as Ten80 Racing Challenge (more recently named the National STEM League), and FIRST Lego league; however, additional integrated, thoughtful, and engaging lessons are needed to bring all of STEM together and into the typical classroom curriculum. ("Editor's note": URLs for all websites mentioned in this editorial can be found in the Resources section at the end.)