Internationally, STEM has become a slogan for organizing new discourses and practices in science education. In the form of a three-act play, we argue that STEM as social engineering orients and organizes school science education curriculum development in directions of scientific innovation and engineering that reinforce and legitimize a neoliberal hegemony of global competition and capitalist expansionism. The dialogue in the play presents an alternative conversation about the role of school science education amidst the sudden adoption of STEM. This conversation begins by examining the positivist assumption of STEM as societal salvation through the example of STEM in the invention, development, and deployment of new technologies, such as solar panels. The play then closely interrogates STEM as a curriculum orientation, shifting in the final act to possibilities for a different focus for science education curriculum development that includes interrogation and resistance to neoliberalism.