This three article dissertation focuses on the teachers' perceptions regarding STEM education. Article 1 consists of a literature review that includes an overview of the type of STEM education that takes place at the secondary level. The review explores what the literature says about after-school STEM programs, diverse students and their participation in STEM programs, the impact technology has on math self-efficacy and college success, and professional development for STEM educators. Article 2 describes a qualitative study that explored teachers' perceptions in the Pathways to STEM Initiative (PSI). The study explored the PSI teachers' attitudes toward students' math self-efficacy. The study employs a qualitative approach using semi-structured interviews with 11 teachers who taught 7th or 8th grade science classes during the 2015-2016 school year and completed the Project Lead The Way (PLTW) teacher training. Four themes emerged from the data analysis: (1) perceptions of the PSI; (2) PSI impact on students; (3) benefits of the PSI participation; and, (4) challenges of the PSI. Article 3 discusses lessons learned from implementing a multimillion-dollar federal grant at an urban, fast-growing school district in Nevada. This section emphasizes the benefits and challenges faced through the implementation of the PSI. Article 3 took the form of an internal report to share with the Desert School District (pseudonym) to aid in future implementation of similar grants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]