The purpose of the study is to investigate STEM (Science, Technology, Engineering, Mathematics) awareness of teacher who participated in any STEM trainings. The study investigated whether there was a significant difference between female and male teachers participated in STEM training and whether there was a significant difference among the teachers with respect to their years of professional experience/seniority. In this study, causal comparative method was used because thegroups were already existed. The STEM Awareness Scale which includes 15 questions and Open-Ended Questionnaire including 3 questions were applied to 81 samples as adata collection tool. According to the analysis of Open-Ended Questionnaire 13 teachers gave non theme answers and 1 teacher did not answered this question. The other teachers gave some codes such as interdisciplinary, project-based, problem-bases, design-based and integrated teaching. Also, teachers gave many codes to explain what they learnt from the STEM trainings that they participated. Also, 79 teachers wanted to apply the STEM in their lessons. It shows that the teachers see the STEM is beneficial and their awareness are high. After this result, the STEM Awareness Scale answers ofteachers were analyzed. The Independent t-test was used to examine the differences between the female and male’s STEM awareness and One-way ANOVA was used to investigate the differences among the teachers’ STEM awareness with respect to years of teaching experience. The results showed that there was a significant difference between the female and male’s STEM awareness. Also, the other result stated thatthere was a significant difference between the teachers with respect to their years of teaching experiences. The female’s STEM awareness was found higher than male whereas the STEM awareness of teachers having 1-5 years of teaching experience was found higher than teachers having 5-10 and 10 or above years of teaching experience.