The purpose of this chapter is to demonstrate how the common experience of an evidence-based professional learning program can inspire Australian primary teachers from a range of schools to engage their students in diverse, innovative interdisciplinary STEM projects, unique to their own local contexts. In the period 2017–2024, the STEM Teacher Enrichment Academy: Primary Program worked with approximately 500 teachers from 147 schools. We propose that the combination of research-based education goals, an aspirational approach to supporting change in teacher pedagogy and the progressive scaffolding of both teacher and student learning has resulted in a successful STEM education program.