The research presented here investigates how intentionally linking formal and out-of-school time (OST) STEM learning can support rural youth, families, and schools. Across four studies, this dissertation examines both practice and theory to understand how schools, families, and communities can work together to foster curiosity, confidence, and engagement in science learning. Drawing on case studies, framework development, classroom applications, and institutional communication analyses, the research identifies how small design choices, structured frameworks, and visibility of opportunities can make science learning more inclusive and impactful.The first study introduces Boots and Blooms, an online family gardening project launched during the COVID-19 pandemic. Families received simple winter gardening kits, along with prompts for dialogue and reflection. What emerged was more than gardening; conversations sparked curiosity, strengthened family bonds, and spread outward to friends and neighbors. These findings demonstrate how accessible activities can catalyze intergenerational learning and create meaningful connections. The second study develops the Bridging Classroom and Home-Learning Framework (BCHF), which situates everyday family science practices—cooking, fixing, gardening, outdoor exploration—within sociocultural and developmental traditions. This framework underscores that learning is not confined to classrooms but occurs across many life contexts. By reframing rural family life as a science-rich environment, the BCHF provides educators and policymakers with a practical design tool to better integrate OST experiences into formal learning. The third study applies the BCHF in rural classrooms. Weekly visits from a 4-H educator, paired with take-home activities, created a rhythm of learning that extended beyond the school day. Classrooms became launching pads and homes became experiment spaces, fostering playful engagement, shared discovery, and stronger science identity for students and families alike. This bridging approach proved particularly valuable for households with limited access to afterschool programs, broadening participation and reinforcing the idea that schools are enriched—not diminished—when learning extends beyond their walls. The fourth study shifts attention to institutional communication, examining how school districts publicly represent OST opportunities. Website analyses revealed a persistent disconnect: while educators expressed strong support for OST STEM, district websites typically prioritized athletics and urgent logistical updates. Science enrichment opportunities were often hidden or missing altogether. This lack of visibility risks leaving families unaware of opportunities, thereby weakening the bridge between school and home. Taken together, these studies highlight four key insights. First, dialogue is a powerful driver of curiosity and relationship building. Second, accessible design features—clear instructions, low-cost entry, and inclusive participation—help reduce barriers. Third, frameworks like BCHF guide the intentional integration of school, home, and community learning. Fourth, institutional communication plays a critical role in ensuring that OST opportunities are visible and accessible to all families. This work adds to scholarship by deepening understanding of how to intentionally support learning in various settings, providing both conceptual and practical tools for educators, policymakers, and Extension professionals. It also promotes an ecosystem approach to education, where formal schooling and OST experiences reinforce each other to develop capable scientists, problem-solvers, and engaged citizens.