Science, technology, engineering, and mathematics education (STEM) is a focus in many schools and businesses. Therefore, it is critical teachers are prepared to implement effective STEM lessons in their classrooms, and that research explores ways to prepare teachers for this important field. This chapter describes the experience of 24 preservice teachers that planned and implemented a three-week summer elementary STEM classroom experience for approximately 150 students in Grades 3 to 5. Preservice teachers' reflections and perceptions from of this experience are captured from multiple lenses at four points of the experience using the portraiture method of inquiry. Then these portraits are analyzed for themes that provide insight into the perceptions and effectiveness of the experience.