The growth for the need of quality and relevant education is getting popular worldwide. The establishment of Science, Technology, Engineering and Mathematics(STEM) Education in Zambia is a response to this call and in line with the Zambia Educational Curriculum Framework of 2013 to produce learners who are self-motivated, creative, confident and productive individuals, who are holistic, independent learners with values, skills and knowledge to enable them to succeed in life. However, it appears the implementation of the programme has hit a snug and its implementation has been halted. Therefore, this study sought to establish the challenges in the implementation of STEM programme in selected secondary schools in Zambia. The study adopted a qualitative approach. A descriptive survey was used as a research design. Purposive sampling technique was used to sample teachers at STEM schools. The instrumentused to generate data was an interview guide. The key findings were that STEM education teacherswelcomed this progamme but had the following challenges: lack of teaching and learning materials, improper training on STEM curriculum, poor internet connectivity for research and poorly stocked laboratories. Based on the findings, this study recommends to the Ministry of General Education (MoGE) to be making wider consultations with key stakeholders before a programme is rolled out for implementation.