In a recent study, we took a step back and examined how the demographics and qualifications of the STEM teacher workforce in high-need schools have shifted over the last 30 years. Using a series of nationally representative samples from the Schools and Staffing and National Teacher and Principal Surveys, we focused on how STEM teacher characteristics have evolved in high-need settings, comparing them against both STEM teachers in low-need settings and non-STEM teachers in high-need settings. High-need (and low-need) settings in our analysis are schools in which the share of students eligible to participate in the federal subsidized meals program puts them in the top 25% (or bottom 25%) of all schools for a given year. Since our focus is specialized STEM teachers, we examined only those who teach secondary grade levels (7th grade and above), where subject specialization is the norm. What we found was unexpected and counterintuitive: The STEM teacher workforce in high-need schools has been surprisingly resilient despite increasing staffing pressures over the last three decades, with some exceptions.