This qualitative study, Perceptions of Latina Pre-Engineering Students in Rural Oklahoma CareerTech, examined the Latina perspectives of STEM education, educational decisions, oppressive systems, and alternate pathways. The purpose of this study was to understand two specific perceptions of rural Oklahoma Latina students: what guided their educational program choice and what relationships they perceived between oppressive systems, their identity, and STEM. The study aimed to develop an understanding of Latina students' educational experiences and their influence on the complex intersectionality of the underrepresentation of Latinas in engineering career fields. This narrative case study utilized the theoretical framework of Critical Race Theory (CRT) and Latino Critical Race Theory (LatCrit) to center Latina voices through the counter-narratives of the participants. Employing thematic narrative analysis, common themes revealed critical findings, including a creative childhood that dismantled gender barriers, inspirational educators, influential mothers, and oppressive experiences. The implications of these findings within the context of education include the need to continue sharing these powerful counter-stories and systemic change, the importance for students to build using tools in primary grades, and the promotion of CareerTech education as an alternate pathway for STEM education and careers. Additional potential research areas include urban settings, expanding the participants to include other Women of Color, and exploring other CareerTech systems across the United States. This research aimed to contribute to the broader conversation regarding the lack of representation of women in STEM education and career fields and to aid in the resolution by sharing the historically marginalized voices.