Informal programs provide multiple pathways to STEM degrees and careers and support students' interest, engagement, attitude, motivation, and academic achievement in STEM. Examining high-achieving rural students' profiles in informal STEM settings using their cognitive and psychosocial characteristics is crucial to understanding and supporting their potential. This study draws from the Talent Development Mega-Model and proactively addresses recognizing and nurturing students' abilities. In this process, considering students as a total entity is necessary since their cognitive and psychosocial characteristics influence each other. We used latent profile analysis and found that there are six student profiles. Psychosocial factors play critical roles in determining these profiles. The results equip K-12 educators and researchers with applications to better serve high-achieving students from rural areas.