This article examines science, technology, engineering, and math (STEM) education as represented in North American educational contexts. In this article we will argue that the dominant view of STEM education as currently circulated and practiced in the United States and Canada is not much more than an acronym of discrete disciplinary areas. We offer a critical review of popular literature about STEM education and argue that too much emphasis in popular culture is currently on a quick fix of recent global economic conditions. Critical inquiry is proposed as a method for teacher candidates to "reflexively deliberate" on why curriculum integration (i.e., ®), the arts and humanities [i.e., (A)] and sustainability education [i.e., (S)] are important areas of STEM education. We discuss why an integrated view of ST®E(A)M(S) education that honors disciplinary content but does not succumb to disciplinary isolation is needed.