With STEM education garnering an increasing share of educational budgets and press, humanities teachers should consider how to respond to the growing power of math and science. Should humanists read the writing on the wall and tether themselves to the economic engine of STEM? Or should humanists separate themselves, retreating securely into their own disciplinary homes? Middle ground options, including critique of and partnership with STEM, are available as well. This article lays out five postures or approaches that humanists should weigh as they consider how to proceed. Drawing from various case studies, including medical humanities, digital humanities, and innovative interdisciplinary curricula, the article fleshes out the advantages and limitations of each approach.