Rural students often face challenges in receiving high-quality education in science, technology, engineering, and math (STEM). Yet without meaningful STEM educational opportunities, rural students might not develop the knowledge and skills needed to compete in a technology-driven workforce. The Learning by Making program (LbyM), an innovative intervention funded by the U.S. Department of Education's Investing in Innovation (i3) and Education Innovation and Research (EIR) Funds, addresses gaps in STEM learning in rural settings at the early high school level by supporting teaching and learning around computational thinking and real-world STEM applications. A randomized controlled study employing a single-level regression model did not find significant impacts of the LbyM on student achievement in rural and high-needs high schools. However, qualitative findings highlighted a number of considerations for improved rural and high needs STEM equity. For example, the LbyM's focus on place built students' ability to make sense of local phenomena by applying computational thinking and coding skills and by collecting, analyzing, and interpreting data to develop solutions to problems related to their lives. Teachers reported that the focus on real-world applications increased student engagement and self-efficacy. At the same time, the LbyM built teacher self-efficacy through professional learning and sharing; teachers developed computational thinking, modeling, experiment, research, and coding skills alongside their students and increased their confidence in delivering NGSS content.