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To deliver instruction consistent with the Next Generation Science Standards (NGSS), especially with the inclusion of engineering, teachers need a high level of self-efficacy. Professional learning can foster self-efficacy, but short-term interventions have been found to have a limited impact on teachers’ instructional practices. The present study examines survey data collected from elementary teachers who were participating in a year-long NGSS-aligned professional learning program that was extended by professional learning communities (PLCs) and other supports. Experts led a 5-day institute which modeled shifts called for by NGSS (e.g., equitable, discourse-rich, phenomena-based) and provided teachers with opportunities to experience next-generation instruction. Participants (n=150) were recruited from rural communities, so, being mindful of historic challenges with access to professional learning, the institute in summer 2023 and the PLC sessions were delivered online. Four surveys were administered during 2023-2024, including a pre-, immediate post-, and delayed post-intervention surveys that captured teachers’ self-efficacy and outcome expectations related to science and engineering teaching and learning (T-STEM). We found teachers pre-intervention responses were more favorable for science, initially, but significant growth in engineering occurred throughout the period of study. Importantly, we also found evidence that ongoing supports, like PLCs, helped to sustain professional learning outcomes.