This mixed methods study evaluated the effectiveness and implementation quality of the "Virtual?STEM Role Model Connection," a technology enabled role model program designed to boost STEM motivation and academic achievement among underrepresented rural youth. Context and Participants.?From?2021?to?2024, the program linked middle and high school students from farmworker families in five rural and one urban Washington school district with professional and near peer STEM role models through eight role model sessions each school year. Initial RCT: 381 randomized (193 treatment, 188 control). Analytic sample: 316 (146 treatment, 170 control) after attrition. Attrition: 24.4% in treatment, 9.6% in control (see "Sample flow and attrition" + Table 2). Methods. Quantitative impacts on 10th-grade state math scores were estimated using ordinary least squares models. In-depth qualitative insights were gathered through focus groups with two student cohorts (n = 30). Fidelity logs documented exposure and adherence. Student post-surveys (100% response rate) measured student motivation, STEM identity, program satisfaction, enrollment in advanced STEM courses such as AP, IB, Running Start, and College in the High School, and career clarity. Findings. The randomized controlled trial detected a small, positive, yet statistically non-significant, gain in math achievement (Cohen's?d?=?0.07). Qualitative data revealed pronounced affective benefits, including increased confidence, stronger STEM identity, and clearer postsecondary aspirations. Implementation fidelity averaged?83% of planned dosage, indicating adequate, though improvable, delivery. Implications. Findings suggest that short-term, motivation-focused interventions may not yield measurable academic gains without sustained implementation and integration of direct academic supports. Pairing motivational role-model sessions with concrete academic assistance is more likely to translate increases in student aspiration into academic achievement. Hybrid program delivery that combines virtual and in-person components may also increase both reach and engagement. Future evaluations would benefit from tracking downstream indicators, such as STEM course enrollment and FAFSA completion, to fully capture the intervention's longer-term effects. The project was delivered by Educational Service District?105 under a five-year Education Innovation and Research (EIR) grant from the U.S.?Department of Education and was preregistered in the Registry of Efficacy and Effectiveness Studies (REES?ID?12880.1v1). [This report was produced by RGI Corporation.]