Purpose: This case study is based on the Women in Agri-Tech programme, a teacher professional development programme that aimed to build teachers' capabilities to use Agri-Tech in their agriculture/STEM classes to increase student awareness of agriculture technology and its associated career paths. Teachers and agriculture industry partners co-created Agri-Tech modules, which were implemented and evaluated from teachers' and students' perspectives. This paper demonstrates how work-related learning that emphasises technology can increase the visibility of career pathways and how multi-stakeholder benefits can evolve from teacher-industry partnerships. Design/methodology/approach: An action research design using quantitative and qualitative methods was used to construct this case study. Data collection methods included surveys, interviews, peer evaluation and teacher reflections. Findings: Teacher professional development that incorporates teacher-industry partnerships can increase teachers' self-efficacy and build confidence to support authentic work-related learning in their classes. Integrating technology into agriculture/STEM classes can increase the visibility of agriculture career paths for students, which is critical given the serious skills shortage in this sector. Research limitations/implications: This study is limited in that the Women in Agri-Tech professional development programme was one standalone programme tailored specifically for women agriculture/STEM teachers through a competitive process. However, the beneficial implications of such programmes that support teacher-industry engagement have far-reaching benefits. Teacher professional development programmes that provide opportunities to partner with industry can support improvements in integrating career-aligned learning into the curriculum and can specifically address industry skills and knowledge gaps by addressing school-based learning requirements for the future workforce. Originality/value: This paper contributes to the literature on education-industry partnerships and considers how teachers can contribute to an early intervention sector workforce development strategy for future industry sustainability.