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This study examines the impact of a culturally responsive, garden-based STEM program designed for Latina girls (grades 5–6) and their parents. The “Our Plot of Sunshine” project integrates Family Project-Based Learning with garden education to create meaningful STEM engagement opportunities. Drawing on the science capital, science identity, and community cultural wealth frameworks, the program leverages families’ cultural and linguistic resources while developing science knowledge and identity. Nineteen families from low socioeconomic schools participated in three pilot implementations across two Western U.S. cities. Using a mixed-methods approach with repeated measures over 19 weeks, the study tracked changes in participants’ science identity, interest, and career aspirations. Results showed significant increases in science identity and career aspirations, with effects maintained at three-month follow-up. While interest/enjoyment showed positive trends, changes were not statistically significant. Parent ratings of program elements were consistently higher than daughter ratings, though both groups reported strong engagement. The successful integration of bilingual instruction emerged as a particularly valued program component. These findings suggest that family-centered, culturally responsive garden education can effectively support Latina girls’ STEM identity development and future orientation, while highlighting the potential of leveraging family and cultural resources in STEM education.