This chapter reports findings from a larger Noyce study on the internship experiences that supported STEM undergraduate students’ transition to elementary teaching at a public university in the Rocky Mountain region—a rural, high-need context. The central research question addressed in this chapter is how can pre-professional mentoring and Noyce internship programs be used to support STEM majors to become equity-minded STEM educators? An underlying assumption embedded in this question is that teachers who espouse equity as a guiding principle for teaching will be more committed to teaching in high-need contexts, a requirement for participation in the Noyce scholarship program. This chapter reports on training experiences provided to Noyce scholars at various stages of commitment to the two- to three-year program. The identity development of a mentor and three interns were explicated as a cross-case study of this Noyce scholars’ program. The patterns of support that improved self-efficacy and cultivated equitable STEM teacher identity development may be used as a model for STEM teacher preparation programs in other high-need communities.