Previous research highlights STEM educational inequities within various demographic groupings. However, little research explores the role of geography in STEM talent development. The present study assesses interest in and progression toward postsecondary STEM credentials among nonmetropolitan high school students (including rural areas and small towns) in the USA. Utilizing a national longitudinal dataset, the study finds nonmetropolitan high school students to be interested in STEM careers at rates equal to or greater than metropolitan students. However, our findings suggest that there are unique barriers on route to college for nonmetropolitan students. In general, geography alone does not account for differences in the educational pathways of nonmetropolitan students--in many cases, K-12 school characteristics play a more important explanatory role. The results of the present study may be useful in further understanding geographic inequity and identifying approaches to facilitate college degree attainment for the significant number of rural and small town students who are interested in a STEM career field.