The bloom of technologies has witnessed the urgent need to develop high quality STEM (science, technology, engineering and mathematics) education. For this reason, there has been increasing emphases on understanding how STEM teachers perceive about STEM education, which would directly influence their classroom instructions. Scholars have designed and implemented interventions aiming at promoting STEM perceptions of teachers at different teaching levels. Yet a synthesis of these studies is necessary to provide an overall evaluation of the effectiveness of these interventions to help both teachers and teacher educators make better decisions in STEM implementation. A meta-analysis of 23 relevant empirical studies was conducted to examine the magnitudes of the relationships between STEM interventions/programs and teachers’ STEM perceptions. Overall, all types of interventions reviewed in this study were found to be effective in developing teachers’ perceptions about STEM knowledge, STEM teaching skills, and student STEM learning. The strongest effect of curriculum-based interventions and interventions focusing on professional development was observed on the improvement of teachers’ STEM knowledge. Further moderator analyses showed that in-service teachers were inclined to benefit more from interventions in both STEM knowledge and STEM teaching skill perceptions. Findings were discussed in STEM teacher education contexts.