High-quality professional development (PD) is fundamental to support teachers in their lifelong learning and workforce development. Additionally, PD supports teachers in applying research-based instructional practices that should, in turn, support students. However, due to limited access to resource centers, funding, and time, rural teachers experience barriers that limit their obtainability of high-quality PD regarding Science, Technology, Engineering, and Mathematics (STEM) subjects. When they can access it, the PD is not tailored to the needs of rural STEM education. In this chapter, we argue that microcredentials (MCs) programs are an accessible, relevant, and effective form of PD to solve these issues. MCs programs have structural characteristics that allow personalized solutions designed to address rural education needs while also addressing the need for professional community. Our chapter will further delineate several considerations about designing MCs programs. Finally, we present an illustrative example of an MCs program to exemplify how these programs can be used to offer PD to rural STEM teachers that is tailored to their needs and support them with community and mentorship.