This paper reports findings from a study where regional, rural, and remote (RRR) educators were involved in a Queensland Government-funded 3-year Central Queensland (CQ) STEM (science, technology, engineering, and mathematics) Cluster Project designed to enhance student learning opportunities. This project provided STEM professional development, with a focus on robotics, helping teachers prepare students for a new regional robotics competition via informal school clubs. It was designed to empower RRR teachers to implement engaging, real-world STEM practices in their schools and focused on how aspects of the Australian Digital Technologies Curriculum (DTC) learning area connected with student robotics learning. Data were collected using survey responses from teachers participating in the professional development (PD). Attending PD significantly improved teacher confidence in supporting student robotics clubs. The project provides some evidence that access to physical resources (robotics kits), effective PD design (hands-on and differentiated learning), and partnerships (industry involvement) are all important for creating sustainable STEM education ecosystems within regional areas.