This study examines teachers’ experiences and perceptions of a three-day professional development program (PD) aimed at integrating automation technologies into agricultural education. This PD was called Automation in the Heartland and was supported by the Professional Development for Agricultural Literacy Program [grant no. 2023-67037-39938], from the U.S. Department of Agriculture, National Institute of Food and Agriculture. The PD carries the intent of stemming rural brain drain by helping teachers to utilize a set of open-source platforms, technologies, and inquiry-based teaching strategies to engage students in automation and precision agriculture. Using a qualitative approach, two focus groups were conducted to collect data from 21 secondary teachers across diverse rural settings who participated in these programs. Thematic analysis revealed several key findings. Participants valued hands-on activities and networking opportunities, which enhanced their confidence in using automation tools. However, challenges such as limited coding knowledge among teachers, resource organization, and time constraints were highlighted. Teachers reported mixed impacts on their instructional practices, with many planning to incorporate elements of automation while others expressed the need for additional support and structured resources. The study underscores the importance of sustained professional development, emphasizing tailored support in coding and automation. It also highlights the role of collaborative environments in fostering teacher innovation and adaptability. Opportunities for improvement include expanding facilitator availability, improving resource clarity, and providing more time for practice during workshops. These findings contribute to the broader discourse on rural education and the development of student self-efficacy and opportunities with the intention of stemming rural brain drain from these communities.