Abstract: Data gathered from 100-200 Hawaii teachers in each of the years 2010, 2011, 2012 and 2013 across 40 middle schools were analyzed to assess the impact of the Hawaii FIRST Pre-Academy Professional Development Program. STEM disposition and technology integration measures across participants in specific activities were found to be significantly higher (p < .05) than dispositions for teachers who did not participate. STEM dispositions for those who took part in the Hawaii FIRST activities tended to be positively correlated (p < .05) with stronger belief that these activities help retain teachers in general, and also specifically help retain the individual completing the survey. The types of activities supported by the Hawaii FIRST program appear to be successful in fostering the positive STEM dispositions in teachers that will encourage greater numbers of students to pursue STEM careers.