This paper reports on an initial investigation into teachers’ perceptions of the process of introducing the integrated teaching of science, technology, engineering and mathematics (STEM) using a cooperative and problem solving approach. The study was conducted at two independent schools in New South Wales and will be ongoing. The initial results indicate that while there has been a positive attitude to the introduction of STEM into the two schools, there is perceived to be a need for additional professional development that will lead to greater teacher confidence, improved attitudes, wider knowledge of the importance of STEM, and more extensive teamwork. There was also found to be a discrepancy in the perceptions of primary and secondary teachers largely due to the structure of the timetable and the disjointed nature of the key learning areas.