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  Problem-solving has a prominent role in STEM education. Several graphical and numerical-based approaches are being used for the integration of problem-solving with STEM education. Apart from these, several efforts were also carried out to integrate epistemological and motivational belief systems along with self-regulated learning strategies as contributing factors for STEM-based problem-solving. In the current study, the potential roles of students’ motivational and epistemological beliefs, and self-regulated learning strategies were explored for solving the problem. For this, an adopted questionnaire was utilized to measure the selected factors. The population of the current study included 120 teachers who were teaching in STEM schools. Data from 120 teachers were collected and analyzed. Findings showed that most teachers believed that problem-solving can uplift STEM education in Pakistan. In addition, teachers also believe that the implementation of STEM education is important, and the majority of the teachers agreed that the role of student beliefs play a significant role in enhancing their problem-solving ability. Interestingly, it was observed that the teachers were convinced that students' attitude, motivation and self-regulated learning strategies toward STEM education also play a vital role in their engagement and problem-solving. Based on current findings, important implications were outlined to promote culture for deep and meaningful learning.