Despite evidenced challenges compared to non-rural areas, rural communities are in a unique position to help address recent national demands for renewed STEM emphasis in schools (Saw & Agger, 2021). This study utilizes interviews from five rural educators who participated in a three-week STEM learning camp to discuss: 1) how teachers perceive the effectiveness of STEM learning opportunities at increasing student aspirations in STEM fields, and 2) what support and resources teachers need to provide more quality STEM learning opportunities. Learning experiences focused on aerospace engineering, artificial intelligence, and computer science. Camp participants included 310 students, 40 teachers, 33 schools and 27 school districts across one midwestern state. Findings suggest teachers perceive that quality STEM learning opportunities increase many students' self-efficacy using STEM technologies and aspiration for future STEM careers. Perceptions indicated rural teachers demand more effective PD that emphasizes hands-on experiences, troubleshooting, student-friendly vocabulary, and pedagogy. Teachers advocated for more hands-on and peer-to-peer learning opportunities while avoiding longer lectures and technological issues to better engage students. Lastly, teachers perceived that outside funding, resources, and support are the only realistic way rural teachers can provide more quality STEM learning experiences to students in rural communities.