This study aims to explore the possibilities and challenges of teaching English for Science, Technology, Engineering and Mathematics (STEM) 1 & 2 courses at the Faculty of Education, Assiut University. The study adopts a mixed-methods approach, combining quantitative data from an online questionnaire administered to 150 STEM students through Google Forms and qualitative data from semi-structured interviews with 15 STEM English language instructors affiliated with many Egyptian universities, including Ain Shams University in Cairo, Zagazig University in Northern Egypt and Minia University (in Upper Egypt). The results reveal that both students and instructors perceive the STEM courses as beneficial for developing students' language skills, content knowledge and critical thinking abilities. However, they also face several challenges, such as insufficient time, resources and support, lack of alignment between the course objectives and the students' needs and expectations, and difficulties in integrating language and content. The study concludes with a suggested framework that includes some implications and recommendations for improving the quality and effectiveness of the STEM courses.