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.

WSU Tech is helping expand access to aviation maintenance careers by delivering its Aviation Maintenance General program through the Choose Aerospace curriculum as a dual credit model with high schools.

The program provides a structured pathway into the aviation industry, equipping schools with the instructional materials and resources needed to deliver consistent, industry-aligned training. Students build foundational knowledge in safety, tools, materials, and basic aviation concepts while earning dual credit.

Throughout the program, students receive ongoing support from a certified Airframe & Powerplant (A&P) technician through weekly check-ins, helping reinforce learning and maintain progress. By the end of the course, students are prepared to complete their FAA Aviation Maintenance General exam.

After high school graduation, many students transition into WSU Tech’s Aviation Maintenance Technology program to complete their Airframe and Powerplant certifications. Having already completed the General portion, they are able to reduce both the time and cost required to become fully certified aviation maintenance technicians.

The pathway also offers flexibility. Some students continue their education at WSU Tech, while others enter the workforce directly after high school or during continued training, using their foundational skills and industry exposure to secure entry-level roles in aviation maintenance and related fields.

Industry engagement is a key part of the program. WSU Tech supports the development of partnerships aligned with participating high schools, connecting students with local aviation employers through facility tours, guest speakers, and hands-on learning experiences. The institution also works with employers to guide their involvement, helping create meaningful engagement while strengthening the future workforce pipeline.

For students, the experience is both challenging and rewarding.

​This spring, three Choose Aerospace programs stepped onto one of the biggest stages in aviation maintenance—the Aerospace Maintenance Council’s Competition at VERTICON in Atlanta—and what happened next was nothing short of remarkable. 

The Competition at VERTICON brings together top aviation maintenance talent from across the industry, including commercial teams, military units, and leading academic programs, all competing in timed, skills-based challenges like safety wiring, torque application, and troubleshooting. 

Among the competitors this year were three Choose Aerospace programs, representing the growing strength of high school aviation maintenance education. Represented were Putnam City High School (Putnam City, OK), Rising Aviation High School (Addison, TX), and Project Amplifi Youth Program (Marion, IL – fielding an incredible three teams). 

And then, something incredible happened. Rising Aviation High School of Addison, Texas didn’t just compete—they won. 

In their first-ever national competition appearance, Rising Aviation students earned the highest overall score, outperforming professional and military teams along the way. They didn’t just edge out the competition—they dominated it, earning top scores across multiple events. Let that sink in for a moment. High school students—still in the early stages of their training—standing at the top of a national competition in one of the most demanding technical fields in aviation. That’s what this work makes possible. 

But this story isn’t just about one team. It’s about all three programs that showed up, stepped into a high-pressure environment, and proved that they belong. Putnam City Aviation Academy was also recognized with the AMC Peer Team Award, voted on by fellow competitors and honoring the team that best demonstrated exceptional teamwork, professionalism, and sportsmanship throughout the event. Competing at this level takes more than technical skill. It takes discipline, preparation, teamwork, and confidence. It takes students willing to challenge themselves and instructors willing to push them to that level.

​And none of it would have been possible without the support of industry partners. We would like to extend a special thank you to Southwest Airlines for providing flights for all three Choose Aerospace teams to attend the competition. That kind of support doesn’t just make participation possible—it creates life-changing opportunities for students to experience the industry firsthand and compete at the highest level. 

These students represented not only their schools, but the broader Choose Aerospace community—demonstrating that high school programs are developing real, job-ready skills that can stand alongside the best in the industry. 

The impact of this moment goes far beyond the competition floor. It sends a clear message to the aviation industry: The next generation of aviation maintenance technicians is already here—and they are ready. 

For the students, it’s a moment they will carry with them for years to come. For their instructors, it’s validation of the many hours spent preparing, coaching, and believing in what’s possible. 

And for all of us, it’s a glimpse into the future we are building together. We couldn’t be more proud. 

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. ​

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: 

https://flightexpo.org/nextgen-aviation-mechanic 
https://www.givemn.org/organization/Flight-Expo ​