This study set out to corroborate or disprove an unambiguous phenomenon found in scholarly literature, which is synthesized as follows: "Contemporary undergraduate STEM curriculum content is inadequate to fully prepare graduates for STEM industry's real-world technical performance expectations." However, this stylized fact appears parsimonious, and if left unchallenged is an obfuscation of reality. Investigation of the potential root causes of the phenomenon was deployed through examination of variables by which technical competency shortfalls may emerge. The skills gaps discussed within the study are those that reportedly exist within the aperture of technical competencies expected by industry of college graduate entry-level STEM practitioners. Accordingly, the impetus of this study is the exploration of the manner by which postsecondary institutions assure STEM curricula content align with core technical competencies expected by relevant industries. Through rigorous investigation, the phenomenon was corroborated and a contributing factor related to the gap identified. It is the technical skills gap that was qualitatively identified, verified, and validated. Exposing the skills gap in this manner provides a catalyst for stakeholder leadership engagement within the STEM macrocosm to cooperatively seek attenuation remedies. By virtue of this study's findings, it is incumbent upon the education domain to establish a firm launching point and set an amicable course correction. The implication is such that as the STEM industry changes, so then congruently and contextually must STEM curricula. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]