With technological advancements, global efforts are being made to develop high-quality STEM education. STEM education is an instructional approach that integrates science, technology, engineering, and mathematics by connecting them to everyday situations. Through STEM education, Zimbabwean students are expected to acquire knowledge in diverse fields and gain twenty-first-century skills such as creativity, critical thinking, and problem-solving, making them competitive in the global market. STEM education is implemented from preschool to higher education within formal and informal educational settings. Consequently, teachers are crucial for effectively adapting STEM education and addressing the challenges encountered. Teachers’ perspectives and their preparedness influence the success of STEM education implementation; hence, it is vital for them to receive adequate training and to understand STEM education, which would assist in executing STEM-related activities in the classroom. For this reason, it is of utmost importance to comprehend how STEM teachers perceive STEM education, as this directly impacts their teaching and learning methods in the classroom. This chapter focuses on Zimbabwean teachers’ perspectives on the effectiveness of implementing and integrating STEM education in Zimbabwean schools. We hope the findings from the study can assist educational institutions globally in designing teacher empowerment courses, planning future education policies, and understanding teachers’ needs to improve STEM education.