Over the past decade, teacher autonomy within the formal educational system has been a central topic of discussion among educational stakeholders. This study explored influence over school policy and classroom control (teacher autonomy) among in-service science, technology, and mathematics (STM) educators within the United States. The National Center for Education Statistics restricted-access dataset enabled examination of the study research questions. Specifically, the Schools and Staffing Survey Teacher Questionnaire (SASS-TQ) was employed for the purposes of this investigation. Analysis of data detected differences in both frame variables for influence and control. Hypothesis testing (independent sample t-tests) revealed differences between science and technology education, science and mathematics education, and technology and mathematics education teachers concerning influence over school policy and individual classroom control.