This study aimed to explore science teachers and innovation centers employees' perceptions about the role of innovation centers in supporting (STEM) approach education in both variables of gender and job experience. The study used mixed methods approach. The researcher collected quantitative and qualitative data using a questionnaire and focused group interviews. The questionnaire included four dimensions: students' achievement of (STEM) approach education principles, introducing students to the fields related to (STEM) approach education, supporting practices for students engagement in (STEM) approach education, and educating science teachers for (STEM) approach. The focused group interview included (8) open-ended questions related to aims, possibilities, facilities, difficulties, and developmental aspects. The validity and reliability of the two study tools were verified in which the questionnaire was (0.98), and the interview reliability was (0.85). The questionnaire was administered on a total participants of (n=130) science teacher who visited the innovation centers and centers' employees, while the focused group interviews included (n=16) participant from study sample. The results of study showed that the role of innovation centers in supporting the (STEM) approach education from the perceptions of science teachers visiting those centers was the highest in the third dimension, which was "supporting practices for engaging students in the (STEM) approach education", the results showed that the mean was average (M=3.60). In addition. While the role of innovation centers in supporting the (STEM) approach education from the perceptions of employees of those centers was higher in the first dimension, which was "students' achievement of (STEM) approach education principles", the results showed that the mean was high (M=4.14). In addition, there were no statistically significant differences at (α≤ 0.05) level between the perceptions of science teachers visiting innovation centers with respect to gender and job experience. Also, there were no statistically significant differences at (α≤ 0.05) between the perceptions of innovation centers' employees with respect to their gender and job experience. However, the perceptions of science teachers visiting innovation centers showed statistically less significant than the perceptions of the employees of those centers. The interview also revealed some challenges and suggestions for the development of the innovation centers. In light of the above findings, the study recommends a preparation of guidelines that include a list of programs, training courses, and resources to be available to science teachers and their students in order to support (STEM) approach education, and to make these guidelines easily accessible for science teachers. Furthermore, it suggests conducting a semiexperimental study on the effectiveness of implementing a training program on the (STEM) approach education for science teachers in innovation centers in the Sultanate of Oman.