Educators are now moving classroom instructional objectives away from "what content do we need to know" towards "how can we support learners in the process of inquiry." Consequently, an increasing number of schools have revamped their curricula to support students. One such example of modified curricula is the rising trend of STEAM Education. However, limited research exists on STEAM teaching practices. The purpose of this study is to understand the ways in which elementary teachers can both design and enact STEAM teaching practices in order to define specific curricular supports for STEAM education. Our key findings were (1) teachers who designed relevant problems provided instructional pathways aligned to the STEAM conceptual model and (2) teacher facilitation promoted both inquiry and authentic tasks--two strategies often difficult for teachers. This research demonstrates the importance of teachers designing STEAM curriculum using problem-based units in ways that promote student inquiry. The data demonstrates this as critical to enact discipline integration, teacher facilitation, and authentic tasks.