STEM education has emerged as a vital approach for fostering 21st-century skills such as critical thinking, problem-solving, creativity, and innovation. Teachers’ opinions play a decisive role in the successful integration of STEM education into classroom practices. The present study aimed to examine the opinions of secondary school teachers in Ahmedabad towards STEM education. A descriptive survey method was used, and data were collected by using a self-developed STEM Education Opinionnaire comprising six dimensions: curriculum, laboratory, technology, workshops, teaching-learning materials, and pedagogy. The sample consisted of 52 secondary school teachers selected through convenience sampling from government, private, and grant-in-aid schools. Descriptive statistics and inferential statistical techniques, including the Mann–Whitney U test and the Kruskal–Wallis H test were used for data analysis. The findings revealed that teachers held an overall favorable opinion towards STEM education. No significant differences were found with respect to gender and age, while a significant difference was observed based on type of school. Despite positive attitudes, teachers reported challenges related to inadequate laboratory facilities, limited ICT resources, and insufficient professional training. The study concludes that although teachers demonstrate readiness for STEM education, strengthening infrastructure and professional capacity is essential for its effective and sustainable implementation at the secondary school level.