Schools across the nation are developing effective STEM education programs to accomplish successful STEM learning outcomes. Integrative STEM programs have been credited for successes cited in some of the United States' most successful STEM schools and programs [9]. The rationale for this study was based on the need to increase the interest in STEM disciplines and careers. Hence, a formative program evaluation was conceptualized/undertaken. A formative evaluation is a way to detect problems and weaknesses in components in order to revise them. Program evaluations are necessary to help ensure the successful implementation of educational programs which includes the STEM initiative [1] and [13]. Authors involvement in the formative evaluation started midstream of the implementation of the integrative STEM responding to an invitation from the high school administration's need to find the type of progress in this new venture. The authors collected data concerning the development of and implantation of the integrative STEM to the high school from the three teachers, school administrators, and county administration all information. The process of collecting information included meeting with the three teachers to learn why and how they planned to develop an integrative STEM, meeting with the Principal to learn how an integrative STEM fit in the STEM Academy and the high school curriculum in general, and meeting with the county administrators to learn of the support given to the program. Information collected at this point included original ideas from the teachers and the development of the curriculum, such as topics covered with a timeline of weekly activities; time and class meeting locations (Block times); synchronized teaching of the topics to enable achievement of goals. After this information was collected, the authors developed a timeline for visiting the program to learn of its implementation progress