Globally, the STEM field has the fastest-growing job market, with more STEM-related work positions than STEM-qualified individuals. Graduates can occupy such STEM-related jobs by gaining qualifications in STEM education. Educational institutions, such as universities and schools, are regarded as venues to advance students’ performance in STEM education and, consequently, assist in building a qualified and skilled workforce for the future. Typically, students from underdeveloped communities have limited access to STEM education due to poverty. Their chances of occupying STEM-related jobs are also limited. As a result, they occupy low-paying jobs that propagate the cycle of poverty. Hence, there is a need to increase opportunities for STEM education and career preparedness that break the poverty cycle and allow students to be exposed to STEM fields as well as enter well-compensated careers. As the STEM field is growing and advances in technology are being made, some specialised workers’ occupations are becoming less relevant and are being driven into poverty. Such scenarios demonstrate the importance of building foundational STEM education skills from early childhood to the tertiary level. The chapter dwells on how STEM education can help alleviate poverty through curriculum transformation. In pursuing social justice and sustainable development, STEM education can be envisioned as a transformative praxis to address and potentially end poverty. A curriculum turn in STEM education involves reimagining and restructuring the educational framework to emphasise acquiring scientific and technical knowledge and applying STEM skills to tackle real-world issues, including poverty.