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This study investigates the influence of a place-based, hands-on engineering learning experience on rural middle school students' engineering career aspirations, using Social Cognitive Career Theory (SCCT) as a framework. Employing a mixed-methods approach, we explored how these localized learning experiences shape students' career goals through socio-cognitive factors such as self-efficacy, outcome expectations, goals, and interest. Quantitative analysis of pre- and post-activity surveys revealed significant increases in career aspiration scores, particularly among students from farming backgrounds and female students with initially lower expectations. Path analyses indicated that self-efficacy and interest were the strongest mediators between Place-based learning and engineering career aspirations. Qualitative data from student reflections corroborated these findings, highlighting key engagement factors such as real-time sensor feedback, hands-on interaction, and connections to lived experiences and familiar applications like farming. This experience broadened students' perceptions of engineering's relevance to their lives and potential careers. This study demonstrates the effectiveness of place-based education in nurturing engineering interest and aspirations, especially among rural and underrepresented students. The findings suggest that sustained, contextualized engineering activities play a crucial role in shaping students' understanding of engineering and fostering long-term career aspirations in the field.