Science, Technology, Engineering, and Mathematics (STEM) teachers teach multiple concepts that lend themselves to possible collaboration on a daily basis. Much like Metz's (2009) insightful discussion about the importance of science educators creating partnerships in the community "outside the school walls," integrative STEM teaching also requires a commitment to strong partnerships "inside the school walls." STEM partnerships face barriers related to the current perceptions and lack of understanding of STEM teaching and learning. However, there are common characteristics and content that unite the STEM areas, especially science and technology. This article establishes the need for collaboration and explores ways science and technology/engineering teachers can collaborate inside the school walls. This article is based on: (1) exploring enacted curriculum of practicing public school STEM teachers; (2) explaining findings from a practitioner-based study focused on the content taught in science and technology/engineering classrooms; and (3) offering suggestions on how science and technology/engineering teachers can create or enhance partnerships to better utilize the strengths of their disciplines. (Contains 1 table.)