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TPACK is a unique description of an experienced teacher in integrating the components of teaching such as content, teaching methods and technology into learning units so that students can learning optimally. This study aims to determine whether STEM-based TPACK designed by teachers can foster student attitudes towards science and careers related to engineering jobs. Descriptive analysis of the study was carried out through Lesson Plan analysis that the teacher had designed, the implementation of the lesson plan and student attitudes towards science and engineering careers before and after teaching and learning of the human blood circulatory system. The research data was obtained through an instrument consisting of the Content Representation + Technology (CoRes + T) rubric adapted from Loughran et al. (2012), observation sheet and attitude scale. The study involved a science teacher and 14 students from the Junior Secondary School (SMP) in West Bandung Regency. The results showed that STEM-based TPACK in the lesson plan developed by teachers had demonstrated essential concepts for the topic of human blood circulatory systems (CK), as well as in the selection of models and teaching methods (PK) that were relevant to the concepts chosen and supported to foster the engineering ideas of students. The RPP has also described the technological aspects (TK) that are appropriate to CK and PK. Students attitudes towards science and engineering careers show positive progress from before and after teaching and learning.