This research examined school personnel's strategies and practices responsible for increasing student science proficiency at a certified rural high school STEM program. In the United States, difficulties have developed in adequately preparing students for careers in STEM sectors, especially in secondary education. This trend has led to increased difficulties for high school graduates competing for high-paying jobs globally. Rural schools have been especially susceptible to inadequately preparing their students academically. I used qualitative research portraiture to generate a mental image of the STEM program at the selected high school. I interviewed three teachers and two administrators in a certified rural high school STEM program regarding their day-to-day interactions within the STEM program. Data collection occurred through observations, interviews, and document analysis. Data were analyzed using coding procedures to generate themes. The findings may provide the foundational structure that can be duplicated with personalized modifications by other schools to increase future STEM program development speed and accuracy. Increased students' exposure to science, technology, engineering, and mathematics concepts may help provide STEM education for more students increasing the number of students to become more proficient in this area and developing them into the innovative thinkers needed for success 21st-century workplace. Administrators, Boards of Education, and programs in our universities and colleges may also benefit from this study. Findings may help the United States Department of Education, state educational agencies, university systems, school districts, and counselors at all levels to promote schools' participation in technology-enhanced pedagogy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]