The purpose of this paper is to construct a talent education model for science and technology students that is grounded in mastery theory, based on multifaceted environmental stimuli and learning orientations, and founded on Science, Technology, Engineering, Arts and Mathematics (STEAM) education, which has recently attracted attention as an idea concerning education in the fields of science and technology. The paper adopts qualitative research methodology, and aims to explore questions about the meaning of the psychological and social realities of science and technology learning for the learner, which requires understanding of the learner's experience without separating it from its psychological and social contexts. The investigation was conducted by interviewing people who have produced exceptional results in science and technology. Analysis produced five categories: "belief formation", "structurization of knowledge", "problem solving abilities", "practical power to act", and "metacognitive abilities". These were inferred to represent the five knowledge bases upon which talent education system programs in the fields of science and technology were founded. It was suggested that embedding the educational intention of forming these knowledge bases into students' learning experiences at university was linked to talent education in the fields of science and technology.

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