(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 it 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. Estella 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 to opportunity and long-term stability.
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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.

​At Flight Expo Inc. in Minnesota, aviation education doesn’t happen in theory alone. It happens on the ramp, in the hangar, and beside real aircraft.

Launched in September 2025, the NextGen Aviation Program is already proving what’s possible when structured curriculum meets real-world application. Led by Terra McGillivray, CFI-I, AGI, this first-year Choose Aerospace partner is building more than an aviation class — they are building a direct bridge into the workforce.

A Strong Foundation with a New Structure
While this is Flight Expo’s first formal year partnering with Choose Aerospace, the organization is no stranger to youth aviation education. Through its Build A Plane program, Flight Expo has served students ages 12–18 across Northwestern Minnesota for several years.

Now, with the addition of Choose Aerospace, the program has taken a significant step forward.

“The partnership has allowed us to build a structured aviation maintenance pathway and connect students to real postsecondary opportunities,” McGillivray explains.

That structure matters.

The program currently serves four students from Sherburne and Milaca Counties, and it operates in partnership with St. Cloud Technical & Community College, allowing students to see a tangible next step toward college credit and advanced training.

​In addition, partnerships with Princeton Public Schools and the Elk River School District are helping establish aviation as a real and attainable pathway within the broader K–12 ecosystem.

Photo Credit: Flight Expo LLC

Learning Where Aircraft Live
Flight Expo operates alongside a flying club and an active maintenance shop — and that proximity changes everything. Students are not only studying aircraft systems. They are walking around them. Starting them. Troubleshooting them.

One of the most powerful moments this year came during the Weight and Balance section of the curriculum. Half of the students entered the program passionate about flying. The other half was focused on maintenance. But as they progressed through the coursework, they began to see how deeply interconnected those disciplines truly are.

“When we connected flight instruction concepts with maintenance principles, something clicked,” McGillivray says. “They began applying aerodynamic reasoning across both areas.”

Even later in the curriculum, students continue referencing weight and balance concepts — not because they memorized them, but because they understand them. That shift — from memorization to mastery — is where real education happens.

From Abstract to Action
Another breakthrough came during the aircraft starting and emergency procedures sections.

Because the program operates on an active ramp, students were able to immediately apply what they were learning in a supervised environment. They physically started aircraft and walked through real emergency scenarios. They made decisions in real time.

“Watching them think critically through procedures and troubleshoot in real time transformed abstract lessons into meaningful decision making,” McGillivray explains.

That kind of experiential learning builds something deeper than knowledge — it builds judgment.

Surprising Strengths
One of the most unexpected outcomes of the program has been the students’ natural aptitude in technical areas.

Students who initially identified as “future pilots” developed a genuine respect for maintenance. Maintenance-focused students gained a stronger appreciation for flight operations.

More surprising still was how naturally students embraced systems thinking and safety culture.

“Each of them is leaving this program better prepared, more confident, and grounded in a culture of safety and excellence,” McGillivray says. “We believe they will contribute meaningfully to the aviation industry.”

Academically, students have performed strongly in math- and science-heavy sections of the curriculum, requiring minimal additional support. Their assessment scores reflect not just competence, but confidence.

Building a Sustainable Pipeline
Community support has been essential to making the hands-on model work.

Access to aircraft, tools, mentorship, and an active aviation environment allows the NextGen Aviation Program to deliver authentic training experiences. Partnerships with St. Cloud Technical & Community College help create a postsecondary runway.

As the program grows, McGillivray hopes to deepen partnerships with local school districts and expand lab opportunities with additional equipment and structured classroom integration.

Programs like NextGen are not simply offering enrichment. They are directly addressing the aviation workforce shortage by introducing students to maintenance pathways early and connecting them to both postsecondary and military opportunities.

Clear Goals, Real Direction
Perhaps the most encouraging sign of success? All four current students have clear aviation goals.

Two plan to pursue flight-related careers.

Two are planning to enter aviation maintenance roles in the military.

Each student is leaving the program more confident, better prepared, and grounded in a culture of safety and professionalism.

More Than a Class
At its core, Flight Expo’s NextGen Aviation Program combines structured curriculum with real-world application. Students are not simply consuming information — they are building habits of craftsmanship, discipline, and integrity.

Choose Aerospace has helped formalize what Flight Expo already believed:

Aviation maintenance is not just a job.

It is a professional pathway that demands precision, skill, and pride.

And in Minnesota, that pathway is already taking shape.

​For more information: flightexpo.org

​When retired Marine Corps Captain Jeremy Weber stepped into a Union High School classroom in Tulsa, Oklahoma, he brought with him the discipline of the military, the precision of aviation mechanics, and a heart full of purpose. Now in its first year, Union’s Aviation Maintenance Program is already taking flight—building confident students, inspiring long-term career goals, and drawing the attention of major industry partners.

And it’s just getting started.

From the Cradle of Naval Aviation to the Tulsa Classroom
Captain Weber is no stranger to teaching aviation maintenance. Between 2003 and 2008, he trained more than 4,500 Marines and Sailors at the “Cradle of Naval Aviation” in NAS Pensacola, Florida. Now, with Choose Aerospace curriculum in hand and a clear mission to serve his students, he’s creating something extraordinary at the high school level.

“This is my first year teaching high school and incorporating Choose Aerospace at Union,” Weber said. But the vision is the same: to pass down the knowledge, discipline, and hands-on skills that aviation careers demand—and to do it in a way that changes lives.

Union Public Schools has been quick to support that vision, embracing aviation as a career-connected learning opportunity for students who want a hands-on, high-skill path after graduation. The program sits within Union’s Career Connect Aerospace pathway, which also includes flight instruction and engineering—providing students with a comprehensive introduction to the vast world of aviation.

Building Pathways, Not Just Classrooms
Weber is a firm believer that pathways—not just classes—are what students need. That’s why one of his top priorities has been forming partnerships with local aviation employers and organizations.

“My primary goal for our students is to create clear, attainable pathways into aviation careers after high school,” he explained. “We’re actively developing relationships with Tulsa-area aviation companies to support this mission.”

Those efforts are already bearing fruit. American Airlines operates one of the world’s largest Part 145 repair stations on a massive maintenance base in Tulsa. They’ve become natural partners for Union’s program. A&P mechanics Logan and Matt Brown—father and son—have made multiple visits to the classroom from the American hangars, bringing not only industry expertise but also inspiration.

​We want to tell more of your stories to help inspire all of us connected to Choose Aerospace. There are so many hard-working teachers and students in the program that it is hard to know where to start. This month, we heard about a program near Tulsa, Oklahoma that made the local news, so we figured we would share more about them.

Aviation education is taking off at Charles Page High School in Sand Springs, Oklahoma, where Michael Palmer has been building something extraordinary. Now in its second year of using the Choose Aerospace curriculum, the program has really taken flight—not just with students, but across the community.

Real Tools, Real Skills
Backed by strong partnerships with local aviation employers—like Aircraft Specialties, DivCo Inc., Gibson Aviation, and more—students are learning with genuine aircraft parts and hands-on manufacturing projects. Palmer says these industry connections have been vital: “All support our program with parts, pieces, and manufacturing of items necessary for training.”

Palmer also credits his instructional coach and a small army of students who helped clean, organize, and reassemble equipment—even writing manuals where none existed.

A Future with Flight
Palmer is confident that this experience is setting students up for success—whether or not they pursue aviation careers. “They have the tools of knowledge and reasoning to seek out a life that will give them security and a productive happy life.”

He’s also quick to express his gratitude for the village that made this all happen—from his wife Bridget’s two years of personal support to school administrators, friends, mentors, and Oklahoma Career Tech. “I am so thankful,” Palmer says, reflecting on the chance to share his aviation knowledge with the next generation.

We know that Michael is just one of the awesome Choose Aerospace teachers running a great program this year. Please reach out to Kelly Filgo and we will send you an interview form. We want to tell your story, too!

Learn More
Want to learn more about Michael Palmer and the Charles Page High School aviation program? Check out the News on 6 article.

We’re thrilled to welcome Thomas Sando of Williston High School in North Dakota as a new Choose Aerospace curriculum partner this year. With eight years of aviation teaching experience, Mr. Sando is bringing his passion and proven success to the Choose Aerospace curriculum.

Earlier this year, Mr. Sando was honored as the 2025 A. Scott Crossfield Aerospace Educator of the Year for his dynamic and innovative classroom, which includes hands-on projects, industry site visits, and an airplane-build project. In an interview linked below, Thomas had this to say about the adage if you do what you love for a living, you'll never work a day in your life. “I don't necessarily agree with that. You do what you love for a living, and you'll never work harder.” What a great perspective!

​By adding the Choose Aerospace curriculum, Mr. Sando is helping his students access structured, nationally-recognized aviation maintenance pathways. We’re excited to support his efforts and proud to have another dedicated educator joining our network. Read more. 

We’re excited to share a recent success in the rollout of the ATEC General Aviation Maintenance Credential. Putnam City Schools, one of our larger Choose Aerospace partners, recently administered the credential exam to eleven students — and nine of them passed!

In preparation for the credential exam, the school has been using the Prepware School program alongside the Choose Aerospace curriculum for the past six months. Prepware, which simulates the testing environment and questions used for FAA written exams, is a well-established tool in most Part 147 schools. Its use as ATEC’s testing platform adds credibility to the credentialing process, ensuring students are being tested in a format that aligns with industry expectations.

Sam Madewell, aviation maintenance teacher at Putnam City says this about the credential, “Using Prepware in conjunction with Choose Aerospace helps our students to demonstrate the knowledge they obtain from Choose Aerospace while helping them understand the type of questions they would see on an FAA exam. Earning an ATEC certification is a great way to show future employers that the student is serious about their future in Aviation.”

The ATEC General Aviation Maintenance Credential has now been formally accepted by both Iowa and Oklahoma as a state-approved, industry-recognized credential — with ATEC working to expand that recognition to more states across the country.

If your school is looking for a trusted way to validate your students’ aviation maintenance knowledge as they move into their next educational or career opportunity, this credential can provide that third-party endorsement.
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Learn more about the credential and how your program can participate here.