In this study, how interdisciplinary science education and STEM are perceived by science teachers. In this context, the views of science teachers were evaluated about teacher compPetencies and development in the realization of interdisciplinary practices, difficulties encountered in practices, STEM perceptions from an interdisciplinary perspective, the innovations that STEM brought to science course and the state of meeting interdisciplinarity and the suitability of school atmosphere for interdisciplinary approaches. In this research, which was carried out within the framework of phenomenology design, which is one of the qualitative research methods, the views of 21 science teachers (13 female, 8 male) were examined by using a structured interview form consisting of open-ended questions. The data of the research were analyzed by content analysis. According to the research findings, although most of the teachers participating in the study have sufficient conceptual knowledge about interdisciplinary science education and are willing to practice; they face some difficulties about not having enough knowledge and experience about some methods and techniques, the lack of interaction and cooperation between teachers, the lack of such an arrangement in the school, the shortage of time and materials, crowded classrooms, insufficient course time and inadequacies in assessment and evaluation. In the STEM part, it was seen that teachers stated that STEM meets interdisciplinarity, but its implementation and success depend on various conditions. Considering the difficulties experienced in the implementation and dissemination of interdisciplinary science education; due to the fact that the perceptions, needs and problems of the science teachers who are the implementers of the program about interdisciplinary science teaching are revealed and the studies in this context are scarce in the literature; it is thought that this study will contribute to the literature.