This chapter introduces a process that has the potential to move STEM education from simply being a collection of initiatives to a plan of action to make STEM a lasting component of American education. Initiating STEM units gets as close as possible to the professional work of teachers and support for their concerns. The approach is a challenge—but this is the case for most innovations. The paradox that must be resolved is how to maintain the integrity of teachers’ everyday tasks while expanding the current view of STEM. Teacher background information is included in this book selection, as well as the Table of Contents, Preface, Acknowledgments, About the Author, References, and Index.