Over the past decade, less than 20% of 12th-grade high school students in Georgia had proficient science knowledge. The lack of content knowledge makes it difficult for high school students to compete for high-paying jobs in a global economy driven by innovations in science and technology. Such innovations are essential components of science, technology, engineering, and mathematics (STEM) programs and result from the synergistic working of STEM content. An insufficient number of science-proficient high school students to fill the available STEM positions necessitates a more robust pursuit of STEM programs throughout the nation. The purpose of this study was to determine the strategies, practices, and relevant experiences of school personnel responsible for increasing student science proficiency at a certified elementary STEM school in urban areas in Georgia. A case study using purposeful selection and snowball sampling served as the foundational pieces to examine the success of a STEM program. School leaders may be able to use the findings of this study to develop a model for STEM programs with personalized modifications to increase the speed and accuracy of future program development. Increased student exposure to STEM concepts is a means of providing STEM education to more students from varied backgrounds. Students with more STEM education may have increased proficiency and develop into the innovative thinkers needed for success in the 21st-century workplace. Administrators, members of boards of education, and university and college program developers may also benefit from this study. Keywords: STEM, strategies, practices, elementary, school, urban