The Noyce Track 1 project aims to serve the national need of preparing highly qualified STEM teachers for rural school districts. This project will support 11 scholars majoring in mathematics and science by providing scholarships, mentorship, and place-based learning experiences. The proposed project components will enable high-achieving prospective teachers to become secondary STEM educators with deep expertise in culturally relevant, place-based instruction tailored to rural communities. This project at the University of Wisconsin-Platteville includes partnerships with high-need school districts in the tristate region of Illinois, Iowa, and Wisconsin, as well as regional community colleges. Project goals include recruiting and preparing 11 new STEM teachers over five years, specifically in mathematics and science, and supporting them through a comprehensive program of scholarships, pedagogical training, and mentorship. The project intends to support undergraduate students and post-baccalaureate STEM majors committed to teaching in rural settings. Evaluation of the project are projected to be guided by the following research questions: (a) How does participation in place-based learning experiences influence the development of teacher identity and commitment to rural teaching? (b) How does the effect of location and personal connection to a region impact the recruitment and retention of mathematics and science teachers? (c) What is the perceived impact on student eng