This chapter examines the significance and implementation of STEM education pedagogy in developing countries, using Zimbabwe as a case study. The need for STEM education in developing nations is driven by economic diversification and the transition to knowledge-based economies, necessitating proficiency in science and technology. The chapter outlines the importance of the four Cs of twenty-first-century education—Creativity, Collaboration, Critical Thinking, and Communication—and emphasizes the necessity of an inquiry-based, adaptable framework to foster a love of learning among students. Despite the high demand for STEM professionals, developing countries face challenges such as resource allocation, outdated infrastructure, and cultural barriers that impede the growth of a skilled workforce. A survey of 798 Zimbabwean educators was conducted to provide valuable insights into the current practices of educators in implementing STEM pedagogy across Zimbabwe. The survey revealed a reliance on traditional teaching methods in Zimbabwe’s STEM education system, with notable disparities between rural and urban settings in implementing more innovative techniques.