The aim of the exploratory method research centered on the presence of mathematical tools in STEM through three main questions: Is mathematics an essential tool in the field of STEM? Can mathematics complete projects solely with mathematical and digital tools? Does understanding mathematical modeling affect STEM teaching? A better understanding of the power of mathematical tools in STEM education involves analyzing these three questions through mixed-method research. The qualitative method served as a relevant instrument for generating consistent hypotheses. Additionally, results from the focus group interview reinforced the outcomes of the qualitative survey. Generating and confirming hypotheses requires elaborating on them in several stages: collecting data, analyzing data, and reaching results. The quantitative research method analyzes hypotheses statistically and reaches a decision to prove or disprove them. There was limited literature on Hypothesis 3 regarding its application to math projects, while Hypothesis 1 and Hypothesis 2 also had a restricted amount of published literature due to STEM being a relatively new interdisciplinary field. Demonstrating the exact weight of the presence of mathematical tools in STEM provides more accurate information about the relevance of mathematics in STEM education. Mathematics is a powerful tool in education that serves to solve problems, analyze real-world examples, make wise decisions, analyze scientific explorations, complete engineering projects, advance technology, and innovations, and develop analytical and graphical skills. It also prepares individuals for more advanced studies. Above all, mathematical tools transform and elevate teaching and learning to a higher level. The combination of mathematical and digital tools makes the impossible possible in any field, especially in STEM education.