Although recent educational reforms emphasize the importance of Science, Technology, Engineering, and Mathematics (STEM), many elementary teachers feel less knowledgeable about STEM content and less comfortable teaching STEM than other subjects. This study examined a teacher education program that utilized place-based pedagogies within an integrated block of science, mathematics and social studies methods courses to support elementary preservice teachers' development as teachers of STEM. Data were collected on elementary preservice teachers' perceptions of their experiences as they participated in, planned, and enacted integrated place-based STEM education lessons. Findings indicate that experiences with STEM learning and teaching through integrated, place-based activities had a positive impact on preservice teachers' understanding of place-based approaches, their perceived ability, and projected intent to design and implement place-based STEM learning activities.