It is becoming increasingly necessary that students need to master skills and knowledge in the areas of science, technology, engineering, and mathematics (STEM) to meet the demands of future occupations including critical thinking and problem solving. Underutilized in research is how teachers feel about the teaching strategies, leadership decisions, or the school culture as it relates to STEM education. This study examines how school leaders can help improve STEM education through improved teaching strategies and considers how the developed school culture impacts the relationship between school leadership and pedagogy. A pilot survey based on eighty texts included 70 items containing questions related to three variables of classroom pedagogy, school leadership, and school culture. A final instrument of 55 questions was delivered to a stratified random sample of 61 public high schools across Alabama including 250 teachers across all subjects with a response rate of 42%. Regression analysis with mediated moderation of teacher perceptions in SPSS was conducted on the data using the PROCESS macro model. This included 61 paths using a combination of the major variable constructs and subconstructs with over 1,200 models analyzed. Even with a limited data set, this research suggests the notion that school leaders do not directly impact STEM student outcomes. Both the mediated and moderated pathway show that as teacher belief in school leadership (b=.55, p=.00) or school culture (b=.35, p=.00) improves classroom pedagogy improves as related to STEM. However, neither the mediated pathway nor moderated pathway ultimately resulted in a significant impact on STEM learning. A comparison of demographic groupings does indicate that teachers believe STEM education can be improved by increasing individual consideration and efficacy in the classroom through sense making, ownership, and flexibility by developing individual experiences. School leaders should consider characteristics of transformational leadership by offering individual teacher consideration with a school culture that offers feedback, data analysis and reflection. Ultimately, this study does provide an initial survey model that can be utilized to help evaluate the relationships between school leadership and STEM education and continued development of the model would provide an instrument for STEM research that does not exist.