In Hong Kong, STEM education has become timely only since 2016 when the government launched the related policy initiatives which impacted the education practices substantially. Particularly, learning in STEM domains has often consisted of memorization of facts devoid of deep connection, separated from life and often failing to integrate the STEM disciplines. Hence, STEM learning is urged to take place in an environment with more attention to different modes of communicating and meaning making. Individuals are required to make meaning and find ways to create personal connections to deeply internalize this knowledge. The investigations, sense-making, creativity, representation and communication of STEM-related ideas are all conducted and connected with human implications of meaningfulness. In this connection, this paper will report the study based on constructivist narrative approach (as cross-case studies) of 3 pre-service teachers majoring in STEM-based programme at teacher training institutes in Hong Kong and 3 in-service STEM teachers. The empirical study will purpose to address three research questions within STEM professional teacher identity perspective: (1) What STEM teacher should be look like and mean to them? (2) What are the factors which construct the STEM teacher identity? (3) What are the needs for professional training of STEM teachers and implications for teacher education? Empirical findings from this study will inform the implications on the context of STEM teacher identity, career and life planning education with STEM-related career aspirations and the professionalism growth of STEM teacher in Hong Kong. Copyright © 2020 International Conference on Learning and Teaching.