Science, technology, engineering, and mathematic, here in after referred as STEM, has become a solution to address the gap between the need and availability of expertise in the 21^st century workforce. STEM learning is learning that integrates four disciplines by focusing on solving real problems in everyday life. STEM learning provides an opportunity for teachers to show students that the concepts of science, technology, engineering, and mathematic that are applied simultaneously can encourage students to acquire the skills that are needed in the world of work in the globalization era. Several previous studies related to STEM stated that in order to obtain maximum results in learning, teachers must have comprehensive knowledge and positive perceptions about STEM learning. In addition, students also must feel interested in the learning, because STEM learning requires good concentration so that it can be carried out effectively and efficiently. Therefore, this study aims to determine the knowledge of teachers and students about STEM learning which can then be developed to find out the perceptions of teachers and students toward the learning. How many teachers and students know about STEM? Has STEM ever been applied in science learning at the school? How far is the application of STEM in learning? Such basic questions will be discussed in this case study. The research subjects were 10 teachers consisting of junior high school science teachers, physics, chemistry, and biology teachers at the high school level, and 75 students from the junior and high school level majoring in Mathematics and Natural Sciences. The data was collected through questionnaires and semi-structured interviews. The questionnaire data were then analyzed by coding the similarity of opinions from the research subjects. The results showed that the knowledge of teachers and students about STEM learning was still minimal.