In Cambodia, Science, Technology, Engineering, and Mathematics (STEM) education is viewed as a key driver of socio-economic development. This study examined current practices and the continuous professional development (CPD) of STEM teachers at upper secondary schools (USSs) in Cambodia. It used a mixed-methods approach, beginning with qualitative interviews conducted from December 2024 to January 2025 with 89 stakeholders across five provinces and Phnom Penh, including officials, school principals, and STEM teachers. Subsequently, the quantitative phase involved conducting a survey spanning March to April 2025, sampling 401 teachers from 60 USSs. The findings of the present study suggest specific policy recommendations.

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