While many schools are revisiting the importance of CTE in the K 9-12 curriculum, many face constraints in the form of instructional and laboratory resources. 22 school districts of North Central Idaho and Southeast Washington region struggle to provide access to Career and Technology Education program programs due to geographic challenges, limited school resources, fund shortage, and insufficient population density. Co-locating these programs is nearly impossible because of distance. From a practical perspective, NIMM project is an initiative that lead to this study to illustrates programmatic models for the delivery of CTE to produce entry-level technicians from secondary schools in rural regions that can be replicated in regions that are facing similar issues relating to workforce shortages and the out-migration of youth, which are disruptive factors to the economy of rural regions. Findings shows, it helped student learn about local opportunities, think about an alternative career, and ensured equity and accessibility. This project provides useful data to build an educational model for the delivery of CTE curriculum in rural regions to improve the availability of skilled workers. [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.]