The aim of this study is to reveal the views of teachers about STEM education, in particular the problems they experienced during the applications of STEM education and their solution suggestions. In this study, the phenomenographic pattern which is one of the qualitative research methods was used as the research method. The study group of the research consisted of 20 teachers who participated in STEM ISE [In-Service Training] courses and therefore the convenience sampling technique which is one of the purposive sampling techniques was used. Data was collected using a semi-structured interview form and the resulting data was performed by using descriptive and content analysis methods. It was determined that teachers who received STEM ISE education teach STEM-focused teaching, integrate engineering and technology disciplines into their lessons, particularly creating a STEM-focused teaching environment, and using the engineering design process and problembased learning methods. In addition, the teachers argued that the STEM teaching environment leads to an interdisciplinary learning environment for students and that both developed students' creative thinking and improve problem-solving skills. On the other hand, the teachers had various concerns, such as not being able to obtain materials, lack of knowledge on STEM disciplines and not being able to train the curriculum while designing STEM education. While applying STEM teaching in their classrooms, they face particular obstacles such as lack of materials, inability to deliver on time, noise, and lack of knowledge in STEM disciplines. It is assumed that teachers who had STEM ISE education would overcome such obstacles. Thanks to the recommendations they would be acknowledged in cooperation with STEM education experts and the experiences they would be gained by continuing to apply STEM education in their classes.