In this study, Swedish STEM-teacher students' experiences of STEM-actors are explored. 85teacher students have visited each, of a total of 21 different STEM-actors (science centres,museums, maker spaces, code clubs etc.) who all offer school classes STEM-activities but alsoin-service teacher education. The teacher students were given the task of observing,interviewing and analysing. The teacher students' report texts constitute data that has beenanalysed thematically. In the teacher students' statements, no disputing attitude towards theSTEM-actors emerge. It seems that a preconceived approach is being developed among theteacher students that the school system needs external STEM-actors for both further educationand teaching in T&S. The student teachers become convinced that the formal school settingfails to make the subject of technology fun and interesting enough. Nevertheless, the studentteachers are not completely convinced that doing (construction), i.e. practical work, is alwayswhat should bemost important. They express the view that the teaching must containengaging, fun and interesting elements and that it requires subject competence of the teacher.The student teachers are undergoing a teacher training course which includes encounters withSTEM actors, that seem to have resulted in a view that technology teaching in a formal schoolsetting is insufficiently interesting, engaging and fun.