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The purpose of this study was to examine Georgia STEM certification requirements for schools and the resources and barriers associated with acquiring certification. This was achieved by investigating the certification experience of a state of Georgia STEM certified school. The study aims to understand how certification decisions were made, what resources were needed, and what barriers had to be overcome in order to gain certification. The STEM school design is beneficial to students because of the cognitive development it provides in terms of mechanisms operating within the individual. Additionally, STEM certified schools emphasize the interpersonal and cultural context of development and the importance of not seeing the student as a lone learner but as a participant in joint, culturally determined problem solving exchanges with others. Learning in this manner is likely to benefit children throughout their academic careers, even if they do not choose to pursue advanced studies in a STEM field. This study is framed by the theories of social stratification and status attainment (Apple, 1996). These theories focus on the extent to which learners from varied social circumstances have access to school experiences that promote social and academic success, and in what ways achievement or failure in school affects later life chances (Rowan, 1995). The Stratification Theory is the three-component theory of stratification, also referred to as Weberian stratification or the three class system. The theory was developed by German sociologist Max Weber using class, status, and power as distinct model types. The sociologist created a multidimensional approach to social stratification that mirrors the relationships between power, prestige and wealth (Rudasill et al., 2018). This research revealed several key findings about the state STEM certification process. First, administrators, teachers, and school staff identified the surrounding community’s desires, and the will of the school’s administration as important in seeking state STEM certification. Second, the resources identified as critical to certification differed based on whether participants were administrators or teachers. Administrators indicated that having a knowledgeable and competent staff, at the school, district, and state levels as critical. They also viewed having strategies for gaining staff “buy-in,” and staff development as critical. Teachers thought that community relationships, and the proper dissemination of application process information were critical to obtaining resources, as well as certification informational sessions. Participants also stressed the importance of visiting schools that were already STEM certified. Lastly, there were multiple barriers associated with applying for STEM certification. Administrative participants reported lack of “buy-in” from some teachers due to the additional work required for the certification process. This required strategic delegation of assignments, and identifying staff concerns to provide the necessary professional development to resolve any teacher apprehensions. Teacher reported barriers included the need to visit STEM schools to see what STEM learning looked like. Learning how to teach students with a project-based learning focus. Also, students had to adapt to project-based learning, while teachers had to become more “hands-off” with students.