Abstract: The purpose of this paper is to report the experiences of three different, grant-funded teacher professional development projects for STEM education. The projects took place in three different southern U.S. states. Each project involved the Common Core State Standards for Mathematics and included either new or established instructional technologies. The research-base supporting the design of the projects will be summarized. The implementation of the projects will be described and implications and lessons learned from the projects will be shared. The information and experiences related in this paper may aid others involved with similar efforts, or those considering similar projects.