The FAA has reopened the Aviation Maintenance Technical Workers Workforce Development Grant Program, restoring access to federal funding for organizations working to strengthen the aviation maintenance technician pipeline.

The grant program supports technician recruitment, education, outreach, apprenticeships, internships, and other workforce development initiatives aimed at addressing ongoing maintenance workforce shortages.

The FAA issued a Notice of Funding Opportunity for the fourth round of aviation workforce development grants in early 2025, but the application process was later paused as part of a broader federal review. The delay prompted continued calls from industry and Congress to restore the program and move funding forward. In late 2025, members of Congress formally pressed the FAA for answers on delayed workforce grant funding and compliance with FAA Reauthorization Act requirements.

The reopened maintenance grant is part of the FAA’s broader $26 million aviation workforce development grant announcement, which includes funding for other aviation workforce initiatives.

​Eligible applicants include:

• Certified repair stations
• Labor organizations representing aviation maintenance workers
• Accredited institutions of higher education
• Postsecondary vocational institutions
• High schools
• Aviation-related 501(c)(3) nonprofit organizations
• State, local, territorial, and Tribal governments

Eligible project categories include:

• Aviation maintenance education programs and curriculum development
• Equipment purchases associated with training programs
• Apprenticeship, internship, and scholarship initiatives
• Transition support for veterans and members of the armed forces
• Outreach efforts to promote aviation maintenance careers
• Other initiatives that expand the aviation maintenance workforce

The FAA may award up to $1 million per grant, with applications due June 22, 2026.

Organizations interested in pursuing funding are encouraged to review the Aviation Maintenance Technical Workers Notice of Funding Opportunity and application details.

​View Application

Now in its second full year of operation, the school’s aviation maintenance program was launched with the help of instructor Pete Miller, who retired from Southwest Airlines after a career in both military and airline maintenance. 

“Having come from the industry, both military and airlines, I came into this role at Rising Aviation with the desire that we would put qualified, competent mechanics into the industry,” Miller explained. “I want employers to look at my people and notice the difference. Not only in the hard skills, but in terms of their reliability, credibility, and their willingness to work.” 
​
That real-world mindset shapes every aspect of the program. Students gain hands-on experience through projects like building an RV-12 aircraft while also participating in field excursions, mentorship opportunities, guest speaker sessions, and internships. Partnerships with organizations including Embry-Riddle Aeronautical University, Thrust Flight, and Thrust Institute of Maintenance help students earn college credit and build career pathways while still in high school. 

School leaders say they have seen remarkable growth in students’ confidence and career awareness since launching the maintenance focus. Many students who entered the program with backgrounds in automotive work or construction quickly discovered transferable skills and a passion for aviation maintenance. 

​One especially memorable moment came during an MRO industry event, when students realized just how global the demand for aviation maintenance technicians has become. “Wow, look at all these booths,” one student said. “Most of them are hiring aircraft mechanics. I can literally work anywhere in the world as an A&P!” 

That excitement turned into national recognition this spring at AMC-Verticon, where Rising Aviation students competed against military and commercial maintenance teams and took top honors. “We went into it not knowing what to expect,” Miller said. “But winning event after event, and then the Overall at the Awards Ceremony was an amazing feeling.” 

(This story is about one of the first Choose Aerospace students to finish Part 147 school, earn their A&P
certificates, and enter the workforce. Many thanks to Estella and her teachers that contributed to this article.)

On her first day at Duncan Aviation, Estella Cload walked up to the secure doors with her badge in hand, alongside a friend from school. They tapped in, heard the beep, and stepped into a space they had worked toward for years. For a moment, the seriousness of the job gave way to something simpler. Estella and her friend smiled, laughed, and even bounced a little with excitement.

“It was a lot of smiling and laughing and hopping a little bit,” she said. “I was just so excited that we had finally made it.”

That moment was not the result of a single decision or a straight path. It was the outcome of a decision to always do the next right thing and a network of support that helped turn early curiosity into a career.

Estella grew up in Cincinnati, part of a large family with six siblings, in a household shaped by homeschooling, shared responsibility, and constant movement. Learning happened through a mix of books, curricula, and lived experience, with her mother guiding much of it.

Before aviation took hold, her plans shifted often. “I imagined many futures,” she said, “including being a baker, an astronaut, a midwife, a massage therapist, and even the president. But it all came back to aviation and maintenance.”

Through it all, aviation lingered in the background, though at first to Estella it meant becoming a pilot. That changed during her junior year at Butler Tech, when she entered a traditional classroom for the first time and began to reconsider what she wanted.

​Letting go of the pilot path was not a small decision. It meant stepping away from something she had held onto for years. But is was also a version of success that felt increasingly tied to perfection. “Pilots are held to a degree of professional perfection that I don’t want to be a part of,” she said. “Saying no to being a pilot was a crucial point for me to say that I am a human being and that it is okay to make mistakes.”

At the same time, she was navigating personal challenges, including her parents’ divorce and the expectations she placed on herself. The shift toward aviation maintenance offered something different. Work that was technical, tangible, and aligned with how she already thought. “I have always been mechanically inclined so that definitely helped that decision as well,” she added.

Estella’s interest in aviation began simply. “A helicopter flew over my house,” she said. “It didn’t make sense, but I loved it.” What stayed with her was not just the aircraft itself, but what it represented. Over time, she came to see aviation maintenance as work that carries real responsibility. “This job keeps anyone and everyone who flies alive and well.”

Still, entering the field came with uncertainty. She was often the only girl in her classes, and she knew she stood out in other ways too. “I am sunshine, bubbles, and glitter almost every morning,” she said. “Some of my peers in high school thought I did drugs to be that happy, especially in the morning.”

What grounded her was something her mother told her early on: that she could show up in any space and be phenomenal. That idea stayed with her as she moved into environments where she wasn’t always sure she belonged.

Estella’s introduction to the Choose Aerospace program came through her Butler Tech instructor, Rich Packer, who saw both her curiosity and her drive. At the time, the opportunity was framed simply as a way to build knowledge and prepare for what might come next.

“I love learning and always want to set myself up for success,” Estella said. “That was enough for me to give an enthusiastic yes.” What followed was more than preparation. It was a shift in how she saw herself.

“I had a lot of doubt that I was cut out to do aviation maintenance and Choose Aerospace helped me start to believe in myself and what I could do.” She said that the program helped her be more confident by teaching the information necessary to start working on her certificates.

Her instructors saw that change unfold in real time. Adam Snoddy, who first met Estella at a Butler Tech open house, remembers the impression she made immediately. “In my best estimation, Estella introduced herself to 95% of the staff before the night was over,” he said. “Her outgoing personality and inquisitive nature were on full display.”

The combination of curiosity and connection became a defining part of how she learned. “Estella has the rare ability to advocate for herself while also taking an interest in others,” Snoddy said. “She learned over time to ask questions and seek help when necessary, accepting each challenge as an opportunity to grow.”

Rich Packer saw a similar trajectory. What began as uncertainty quickly developed into something steadier and more self-directed. “She went from a nervous homeschool kid to an energetic leader in her class,” he said. “By the time she left, she set the standard for what it means to problem solve and help herself to learn any topic.”

The structure of the program played a role in that growth. Students were expected to take ownership of their learning, using available resources and pushing through material that did not always come easily. “Sometimes things would not make sense,” Estella said. “And I would have to use all my resources to understand the information. That skill of asking questions and using what I had around me became very useful.” This mindset would carry forward into every stage of her training.

For educators and supporters, Estella’s experience reflects something broader than individual success. It demonstrates how early access to aviation training can shape a student’s trajectory. “It gives students a head start that allows them to be successful after high school,” Packer explained. “Aviation is intimidating, and this head start makes their chances of success much higher.”

Programs like Choose Aerospace do more than introduce content; they help students determine whether the field is right for them and give them the tools to pursue it if it is. “The Choose Aerospace program ignited the spark that launched Estella’s journey,” said Joseph DeRamo of the Pittsburgh Institute of Aeronautics, where she attended A&P school. “It gave her the opportunity to explore aviation. Serving as a catalyst, the program propelled her forward, and once at PIA, she built on that foundation.”

That kind of early exposure is especially important in a field facing a growing workforce shortage. As Snoddy noted, “The desperate workforce need for aviation maintenance technicians has resulted in a strong job market, allowing anyone who is dedicated to have a chance at a meaningful career.”

​For donors and partners, this is where investment translates into impact. Programs that connect high school students to aviation pathways expand access, reduce cost barriers, and accelerate entry into the workforce. “Choose Aerospace helped Estella make her chances for success much greater,” Packer said.

When Estella arrived at the Pittsburgh Institute of Aeronautics, her instructors immediately noticed that she was prepared, not just academically, but in how she approached the work. “She was exceptionally well prepared,” DeRamo said. “She brought an existing passion for aviation and took her skills and commitment to the next level.”

She approached the material with depth, focusing not only on how systems worked, but why. Around her, other students noticed as well. “Other students naturally gravitated toward her,” DeRamo said, “drawn by her positive attitude and willingness to help.”

By her third semester, Estella had become a hangar lead, directing students and interacting with visitors. She earned a perfect attendance award and built friendships in a setting where that had not always come easily. Her performance culminated in a moment that confirmed what her instructors already believed. After completing her Oral and Practical exams, a Designated Mechanic Examiner described her as “the most prepared student he had ever tested.”

As one of a small percentage of women in aviation maintenance, Estella is aware of the expectations that come with entering the field. “You will have to work twice as hard to prove that you deserve to be there,” one of her instructors told her. It is advice she took seriously. At the same time, she sees herself as part of something larger. “I am honored to be a part of the 3%,” she said. “I get to stand alongside so many other women who have been where I am and not only succeeded but have thrived.”

Her presence has already had an impact on the students coming behind her. She has returned to Butler Tech to speak with current classes, encouraging other young women to consider the field. “She is always an encourager,” Snoddy said, “and brings a positive, upbeat presence in the classroom.”

Today, Estella is working at Duncan Aviation, where she was drawn by the opportunity to work on a wide range of aircraft. “It was one of the reasons I was excited to take this job,” she said. “I wanted to work on multiple aircraft.”

Her transition into the workforce reflects the same habits that carried her through training: persistence, curiosity, and a willingness to take ownership of her work. “Estella can be handed any task with minimal guidance,” Packer said, “and she will use all available resources to get the job done.” He added, “I would hire Estella to do most anything. ”

The impact of that transition is not only professional, but personal. With a steady income, she recently placed a bid on a house, something she had long hoped for. “It is something I’ve always imagined being able to do,” she said, “and I’m finally able to do it.”

When asked what she is most proud of, Estella said, “That no matter what I did not give up. I kept showing up and invested as much of myself as I could so I was able to do all of these exciting things that I have been given the opportunity to do.”

Her instructors see that same consistency as the foundation of her success and as a model for what is possible when the right support is in place. “Estella is proof that aviation is for everyone,” Snoddy said. “Her story is evidence of the value of career-tech education and workforce development training.”

For the organizations, educators, and donors who make programs like Choose Aerospace possible, that is the larger story. Estelle says that Choose Aerospace is a large part of why she is where she is today. Investment in early access, training, and support does more than just prepare students for certification. It creates pathways that to opportunity and long-term stability.

On her first day at Duncan Aviation, standing at those doors with her badge in hand, Estella was not thinking about workforce pipelines or industry shortages. She was thinking about the simple fact that she had made it there. The laughter, the excitement, and the small moment of celebration all came from years of showing up. And now, she gets to keep going.

As we prepare for the 2026–27 school year, we want to highlight two updates that will support your program moving forward. 

You will see refreshed course content in the LMS this fall, including new presenters who bring a wider range of voices and experiences to the lessons. The updated videos feature a cleaner, lighter design and have been shortened by about 10–15 percent to better match student attention and classroom pacing. These changes are designed to keep students engaged while making the material easier to use and teach. 

We also want to briefly revisit the updated funding model shared in our mid-March communication. As a reminder, the program license now includes both the ATEC credential exam and ASA Prepware, allowing schools to manage participation through a single, streamlined structure. The move to program-based, banded pricing is intended to simplify budgeting and reduce administrative work while continuing to support growing programs. The new model also allows us to continue offering teacher training and year-round IT and content support for our users. 

If you have not had a chance to review the March message, we encourage you to revisit that information or reach out with any questions. We are always happy to talk through the details and support your planning for the year ahead. 

​We also want to briefly revisit the updated funding model shared in our mid-March communication. As a reminder, the program license now includes both the ATEC credential exam and ASA Prepware, allowing schools to manage participation through a single, streamlined structure. The move to program-based, banded pricing is intended to simplify budgeting and reduce administrative work while continuing to support growing programs. The new model also allows us to continue offering teacher training and year-round IT and content support for our users. 

If you have not had a chance to review the March message, we encourage you to revisit that information or reach out with any questions. We are always happy to talk through the details and support your planning for the year ahead. 

As the Choose Aerospace program continues to grow, we’re beginning to see something we’ve been working toward since the start: real student outcomes.

Most partner schools began enrolling students in the 2022–2023 academic year, and now—just a few years later—those students are graduating and entering the aviation workforce and training pipeline. This year marks an important milestone for the program. For the first time, ATEC is formally surveying participating schools to capture outcomes data at scale. The survey has been sent to the primary point of contact at each program, and schools are encouraged to complete it by May 15.

Until now, much of what we’ve known about program impact has come from anecdotal data. Even so, those early insights point to strong results and meaningful student progression. Here are just a few of our success stories from the 2024-25 academic year:

At Putnam City Schools in Oklahoma, 4 of 5 students from the first graduating class in 2024 moved into aviation pathways. Students entered roles with AAR, enrolled in part 147 programs, joined the military, and pursued college aviation tracks. Among last year's seniors, 10 of 11 passed the ATEC General Aviation Maintenance Credential. Internships translated into job offers, and employers consistently noted how well prepared these students were. The first Putnam City student to earn his full A&P certification (in February 2026) had three job offers as soon as his testing was complete.

At Metro Tech at Southeast High, the program enrolled 80 students in its first year. From that cohort, 15 advanced into a part 147 program, and 24 continued into a second year. One graduate secured a role with AAR while working toward an A&P through on-the-job training.

These examples from last academic year offer a promising snapshot of what’s possible. Now, ATEC is looking to build a more complete and consistent picture of outcomes across all programs for the 2025–2026 academic year.

Comprehensive survey responses will allow ATEC to move beyond anecdotal insights and formally demonstrate program impact—supporting grant funding, attracting industry investment, expanding employer partnerships, and strengthening pathways for students entering aviation maintenance careers.

If you received the survey, please take a few minutes to complete it by May 15. If you’d like us to reroute the request, please reach out.

The takeaway is simple: when students have a clear path and real industry connection, they move forward. With your help, we can capture that momentum and tell the full story.

As the school year comes to a close, it is time to complete a few key tasks that help us wrap up this year and prepare for the next. 

We work hard to keep your end-of-year tasks focused and manageable. Each item plays an important role in supporting your program, telling your story, and setting up a strong start for 2026–27. 

If you have not already done so, please look for the End-of-Year Task List email sent to our primary contacts at each active program on Friday, May 1, 2026 and act as soon as possible. 

Finishing This Year

​Teacher Survey 
Our primary contacts (usually the teacher of record) received an email from [email protected] via SurveyMonkey with our Choose Aerospace Outcomes Survey. This survey provides essential insight into your program and your students’ next steps. If you do not see it, check your spam folder or reach out to Kelly at [email protected]. 

Student Post-Program Survey 
Ask students who have completed the program or will not continue next year to complete the Post-Program Survey in their SkilRedi account. This helps us understand outcomes and improve support for future students. 

ATEC Credential Exam Registration 
It isn’t too late to get your students credentialed. Students completing all 12 courses are invited to sit for the ATEC General Aviation Maintenance Credential exam at no cost. Learn more and register for scheduled dates here.

If you need an alternate time, please reach out. 

Preparing for Next Year

Annual Program Application 
All programs must complete the annual application for 2026–27: 

Program License Agreement 
License agreements have been sent via email. Please have the authorized representative complete, sign, and return the full PDF. Once received, we will countersign and return it to you. 

Access to revised courses, available in August, will be provided once agreements are fully executed. 

For New and Prospective Programs 
If you are planning to launch a new Choose Aerospace program, now is the time to take the next step. Submit your application, complete your license agreement, and reach out with any questions. We are here to support you as you prepare for a successful launch. 
 
These steps help ensure a smooth close to this year and a strong start for the next. Thank you for taking the time to complete them. 

If you have questions, please reach out via email or schedule time to connect.