A qualitative multiple-case study explored the perceptions of science teachers, administrators, and specialists on instructional strategies used in urban STEM schools to decrease the science achievement gap among African American students. The problem addressed in this study was the science achievement gap for African American students in urban schools. Constructivism formed the theoretical framework for this study to help understand the basis of STEM. I created the following research questions to address the study's purpose: What are teachers' perceptions regarding STEM instructional strategies that can increase science achievement for African American students? What are teachers' perceptions of the challenges they face when implementing STEM strategies in their lessons? What are teachers' perceptions of strategies they believe can increase African American student enrollment in STEM schools and programs? I interviewed 10 science teachers, science specialists, and administrators in urban STEM elementary and middle schools in Houston, Texas. NVivo 14 was used to analyze data using thematic content analysis to code and categorize emergent themes from the participants' responses to interview questions. The themes related to Research Questions 1, 2, and 3 included Theme 1 - STEM Instructional and Non-Instructional Strategies, Theme 2 -- Challenges, and Theme 3 - Strategies to Increase Enrollment. Participants characterized STEM instruction as containing real-world applications, project-based learning, integrating technology, student exploration, collaboration through student discourse and experimentation, and hands-on activities. Findings suggested that building student-teacher relationships, student exposure to authentic scientific practices, STEM mentorship programs, and high-quality teachers were some STEM non-instructional strategies that may help narrow the science achievement gap. Findings suggested that African American students face challenges in urban STEM elementary and middle schools. A future study could explore the perspectives of educators, parents, students, and STEM community partners on STEM non-instructional strategies used in urban STEM schools to increase science achievement among underrepresented minority students. [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.]