The research study reported here was conducted to investigate the implementation of integrated STEM lessons within courses that have a single subject science focus. The purpose also included development of a pedagogical theory. This technology-based teaching was conceptualized by school administrators and teachers in order to provide middle school science students with a formal classroom instructional session in which science curricular were modified to include an integrated STEM activity. To this end, the authors examined and generated an account of the implementation processes including: the nature of the instruction, type of scaffolds, challenges teachers faced, the interaction among teachers, and students and teachers' perceptions of the integrated STEM instruction. Qualitative data were collected from interviews and classroom observations and then analyzed using grounded theory methods, specifically the constant comparative method. The results of study showed that teachers required support in the form of an expert technology teacher in order to accomplish a successful classroom implementation of integrated STEM with robotics. Additionally, it was found that teachers did not revise their existing science curriculum but rather selected integrated STEM activities that fit into the overall science course objectives and goals.