The purpose of this field study is to examine if educational leaders struggle in understanding their role in STEM education at the PK-12 level. By understanding the issues facing educational leaders, one can better chart a course for focusing on ongoing, high quality professional development. For the purpose of determining a comparative structure the author conducted a literature review of other studies such as surveys and questionnaires and analyzed data previously found. In addition, focus groups drawn from educators and administrators participating from the represented school districts are central figures in this study. This study examines the leader's vision regarding both ongoing high quality professional development and integrative applied learning. With all of the discussion surrounding STEM, there is a need to understand the inclusion of Career and Technical Education involvement in STEM education. Professional development in all nine of school districts lacks an ongoing design. In each district the evidence is the same, staff development such as "early release" days or "late start" days are one-time events surrounding situational in-service or managing topics rather than leadership emphasizing curriculum and instruction. There needs to be a greater emphasis on math and science course work in elementary certification programs while more cross curricular opportunities with a greater understanding for real world applications of Career and Technical Education being infused. For those in the field, ongoing high quality staff development is paramount. The situation calls for addressing professional preparation and development on a continuum from the university training programs through ongoing high quality staff development placing an emphasis on changing the way instruction would be offered.