The proposed project plans to provide scholarships or stipends to enable 16 high-achieving preservice undergraduate and graduate students to become a STEM teacher in a secondary classroom in the New York metropolitan area and will support them through their first two years of induction as a new teacher. The project aims to serve the national need of preparing highly qualified STEM teachers who can educate a future science-informed workforce with the skillset to use next generation technologies such as drones, artificial intelligence, and virtual reality. The use of these technologies requires educators to possess their own unique skillset that will help prepare students to better meet the challenges of a changing, technologically driven job market. Student-focused motivation and engagement in STEM through the use of cutting-edge technologies in the science classroom could strengthen student desire to pursue a STEM degree and to choose science and technology careers that are competitive on the global stage. In addition to technology education, scholars will participate in various activities to strengthen their knowledge of data collection and analysis as well as attend workshops at local technology companies which is intended to improve community ties, support professional development, and build a robust STEM pathway, with scholars themselves becoming advocates for technology mastery and innovation in science education. This project at Queens College, City University of Ne