STEAM education is a learning management approach involving the integration of science, technology, engineering, the arts and mathematics. It lies at the heart of education, helping to develop learners and focusing on their ability to create a body of knowledge and to be able to apply the knowledge gained to develop their skills in problem-solving and help them participate in job creation. However, these things cannot happen spontaneously; they must be driven by teachers. The following was the research aims of this study: a) To determine the teachers’ perception, b) To determine the teachers’ practice, c) To examine the benefits and challenges, d) To analyse how the teachers’ use STEAM education in the classroom. The study was collected qualitative and quantitative data by questionnaires, which used closed-Ended questions and open-ended questions which investigate seven teachers from six primary and secondary schools located in England who had adopted and implemented the STEAM education concept as a means of teaching were selected as the sampling units of this study. As a result of the study, data obtained from questionnaires and structured interviews were analysed based on the participants’ demographics. The investigation of this study is aimed, among others, at determining teachers’ perceptions of STEAM education. Data on this were analysed for their perceptions and opinions on what STEAM education is. Data on the participants’ practices using STEAM education were analysed for their (1) integrated practices, (2) collaborative practices, (3) problem-solving practices, (4) practices concerning pedagogical content, and (5) their opinions on practices in STEAM lessons and their medium- or long-term plans for STEAM learning, frequency of STEAM learning, and STEAM education in general.