<p>Although STEM education is widely acknowledged as being vital for our ongoing collective prosperity and well-being, there are still tensions regarding how it is defined and enacted in education systems. A central tension is the division between integration and separation of STEM disciplines. This paper aims to explore this tension by investigating the STEM integration perspectives of educators, parents and guardians and self-identified STEM professionals from non-metropolitan Australia. This addresses both a dearth of broader stakeholder data in non-metropolitan STEM education research and aligns with the focus on community and culture prominent in this field. An online survey with responses from 110 educators, 206 parents/ guardians and 83 STEM professionals included rating preference for separation against integration on a 0-to-10-point scale and open justifications. Mann Whitney U Tests were used to assess differences between the groups and thematic analysis was conducted on the qualitative data. Results showed that the STEM integration views of parents/ guardians did not differ significantly from either educators (<i>p</i>=.148) or STEM professionals (<i>p</i>=.167). There was a statistically significant (<i>p</i>&lt;.01) difference between educators and STEM professionals, with educators holding a slight preference for integration. Although there were some differences between group perspectives and framing, qualitative data showed broad appreciation for different STEM integration approaches. More research and engagement are needed to develop shared community STEM education visions.</p>