Projections by Bureau of Labor Statistics for 2000-2010 predict that employment in science, technology, engineering, and math (STEM) occupations will increase by 2.2 million jobs with ~86 % of these jobs being in computer-related occupations. At the same time, the number of students majoring in STEM fields has been going down steadily and American 12th graders are ranking at the bottom of international math and science achievement tests. The government is searching for remedies to resolve this national crisis. Recent reports indicate that math and science education (and the technological innovation it supports) is critical to successfully compete globally. At stake are the qualitative and quantitative improvements to math and science education. Probably, not much can be done quantitatively when countries like China and India are graduating annually as many degrees in STEM as the total number of degrees in all fields in America. Qualitatively, however, much can be done, through multidisciplinary STEM education, to negate quantitative shortfalls. This might even answer market demands as today’s jobs already require multiple skills, necessitating a broader college education spanning multiple disciplines. Computational approach to math, science and technology (CMST) offers a way to practice combined STEM education in our colleges. At the same time computer-based modeling and scientific simulations allow experimentation without usual prerequisites while enabling a pedagogical approach to display interconnectedness of math and science in secondary schools. Controlled simulations and layered approach to learning seem to offer long-sought support needed for inquiry-based curricula in public schools. Recently, the National Science Foundation announced a new program to reform the undergraduate computing education and some institutions have responded by establishing either new multidisciplinary programs or revising current ones to better serve diverse interests of their students. As country’s first undergraduate CMST program, our experience since 1998 offers promising results for improvements to national STEM workforce and public education.