Abstract
This case study examined how Preschool and Kindergarten teachers defined and implemented STEAM education in their classrooms. Yakman and Lee (2012) stated that STEAM teaches students to adopt attitudes, habits, and intellectual skills to be adaptable life-long learners in unique and engaging ways. Similarly, Jamil, Linder, and Stegelin (2018) advocated that STEAM learning experiences prepare young children for a complex world. Three teachers participated in the study from three different STEAM schools. The researcher used virtual semi-structured interview, and virtual and in-person class observations to collect data. Data were analyzed using thematic analysis. Six main themes were identified: a) STEAM as integrated education, b) Planning STEAM lessons, c) STEAM education frameworks, d) STEAM lesson goals, e) STEAM class activities, and f) Teacher driven. The findings indicated that STEAM lessons were integrated across the disciplines, science experiments, engineering projects, art projects and providing students with choices were common STEAM practices among the participants. In addition, the findings revealed that individual teacher’s initiative played a significant role in implementing STEAM lessons.