One overarching goal for rural place-based education is to influence adolescents' aspirations to stay in the community to help sustain and revitalize the local economy. The authors explore the relationship of place-based workforce development in science and mathematics classes with motivation (i.e., expectancy beliefs and science, technology, engineering, and mathematics [STEM] career interest) and rural community aspirations in a large sample of secondary students. The results confirmed that the more place-based workforce development adolescents reported, the higher their expectancy beliefs, STEM career interest, and rural community aspirations. Moreover, motivation positively predicted rural community aspirations. Our findings suggest that teachers should attend not only to content but also to the inclusion of local STEM-related assets and needs, thereby cultivating STEM career trajectories in rural communities.