Attention to STEM Education in higher education is growing Nowadays. This study aimed at exploring experts’  notion and pre-service teachers’ responses on the Developed potential problems for STEM (DppS) Modules. It utiized Science, Technology, Engineering and Mathematics for Indonesian Pre-Service Teachers. Data were collected from experts’ comments on DppS as well as the responses of pre-service Science and Mathematics Teachers. The Analysis of teacher responses was based on the authenticity Science and mathematics context for problem solving; plausibility, conformity to the profile of task based on science data, clarity of engineering information, and the use of language structure. Results indicate that the authenticity of the Science and Mathematics context becomes main issues commented in the DppS. In addition, pre-service teachers responses the challenge on the developed problems. The state of experts’ notion and pre-service teachers’ responses on the DppS are worthy to suggest module designer in composing context-based for STEM that is used for STEM instruction