A recent editorial in the New York Times (Editorial, 2013) raised an awareness of a growing demand for more
college graduates in the Science, Technology, Engineering and Math (STEM) fields. This fact, coupled with a declining
interest on the part of students in those areas (ACT, 2013) necessitates a dramatic and urgent need for K-12 curriculum
that fosters an interest in these fields and promotes skills that facilitate success. Many educators believe the solution is a
curriculum steeped in a problem-based approach that integrates strong communication skills (Sanders, 2009). This article
will describe the importance and essence of making STEM instruction relevant through a problem-based learning
approach at the same time promoting students' literacy skills. Specific suggestions for instructional strategies that can be
used effectively in a problem-based curriculum to promote competence and interest in STEM areas will also be described.