Many STEM teachers lack professional autonomy, in both their classrooms and their schools. Few are afforded the flexibility to experiment with new or innovative STEM teaching strategies in their classroom or the opportunity to help determine opportunities for professional growth. Moreover, few states and districts have implemented robust career ladder structures that recognize excellent STEM teachers and provide them with meaningful opportunities for instructional or school leadership. District and school leaders can ensure that teachers have the resources, PD, and autonomy they need to act as leaders in their classrooms and schools, which will greatly enhance the STEM learning experiences of their students.