This paper aims to (1) explore how notions about STEM in different contexts, times, scales and places affect STEM-practices in ECE and beyond, and (2) with this as a point of departure, highlight the need and potential of using feminist perspectives and a feminist pedagogy in STEM-related courses within ECTE (Early Childhood Teacher Education). To explore the aim, I experiment with diffractive readings of agential cuts made from the STEM-area; theoretical and empirical research papers, a popular-scientific book, reports, surveys and statistics and a field study in preschool. The findings highlight that feminist perspectives and a feminist pedagogy are important for all ECTE students, irrespective of earlier experiences of and feelings towards STEM (e.g. fun/difficult, insecure/confident). They are also of importance for all children since notions of what STEM is/is not and who is interested in STEM/not interested, risk to affect all children's STEM-learning in narrowing ways irrespective of gender.