STEM (Science, Technology, Engineering, and Mathematics) is well known throughout the academe. Several studies have been done focusing on various aspects of students majoring in these disciplines, who they are, how they function, and the need to diversify the student and professional population. The authors realized that fewer studies are available that focus on educators that teach in the STEM disciplines. What research that does exist focuses on educators most often in a broad sense, and certainly not by differentiating by disciplines. When work is identified in this area, they seldom include a pervasive study of how these educators think, teach, and interact in the classroom. To address this gap in research, a generalized survey requiring a large number of open-ended answers was developed with the intent of probing the population of STEM educators. Demographics were collected concerning the amount of formalized training, terminal degree, subjects taught, and where higher education began. The survey inquired about teaching philosophy and opinions about how STEM subjects should be taught. Additional information included educators' teaching experience (teaching), methodology, and the type of course taught.