This multiple case study elicited the voices of four 8th grade students, from a rural, low-income school district, who participated in STEM career explorations during their science class. Based on students' written reflections during career explorations, interviews, and from field notes, we analyzed the ways students talked about their lives and experiences as they explored STEM-related careers, reflected upon the influences in their lives, and considered their futures. Students drew upon their interests and dispositions, primarily through home-based experiences, and often in spite of negative messages at school. Students aspired to live and work in their rural community, make their families proud, and sought financial stability in a career they would enjoy. Findings highlight the importance of out of school learning for these students, the important role of their families, and the prevalence of negative and racialized school experiences that often undermined students' potential. In many ways, students held perceptions reflective of racial and gender stereotypes about who is successful in STEM, which influenced their aspirations. This study provides examples of how constructs from the expectancy-value theory are operationalized--particularly with regard to cultural and social experiences--through the voices of these rural students. The findings from this study lead to a number of recommendations related to university outreach efforts into rural communities, culturally relevant teacher professional development and pre-service teacher preparation, and dissemination to support others and draw insight from underserved students' lives when undertaking steps to promote their futures.