In spring 2014, education leaders from across Micronesia came together on the island of Guam to learn about underwater robotics and Marine Advanced Technology Education (MATE), a program based at Monterey Peninsula College in Monterey, California. Participants listened intently as they learned about building and participating in competitions with Remotely Operating Vehicles (ROVs) outfitted with tools that could capture images underwater, collect water samples, and gather artifacts from the bottoms of swimming pools. Encouraged by the potential of the marine technology program, and armed with the results of a needs-sensing survey that showed high interest in Science Technology Engineering and Mathematics (STEM) education and careers across Micronesia, educators focused on two critical questions: (1) Will the marine technology curriculum and competition engage middle and high school students from Pacific Island nations and increase the number of students interested in pursuing STEM learning and careers?; and (2) Can STEM teaching and learning--and programs like MATE--be modified to effectively incorporate indigenous learning and the cultural and natural environment of students, teachers, and the community? A two-year project to plan, develop, and implement culturally responsive professional learning at the elementary, middle, and high school levels that would bring STEM to life for teachers across Guam and, ultimately, for their students was created. This article presents the plan for the underwater robotics program in Guam that is building students' and teachers' content knowledge in STEM.