Indigenous communities in Costa Rica face structural barriers that limit access to education in science, technology, engineering, arts, and mathematics, perpetuating opportunity gaps in careers with high social and economic impact. This work documents the design and implementation of an experiential learning workshop aimed at primary and secondary school students from the Cabécar indigenous community of Alto Chirripó, Turrialba, as a community outreach initiative of the Aerospace Engineering Group of the University of Costa Rica, with the objective of promoting scientific and technological vocations among historically underserved populations. The activities prioritized hands-on learning, placing in participants' hands materials, tools, and concepts from aerospace engineering, with the aim of reducing the perceived distance between their everyday realities and the world of science and technology. The results, qualitative in nature, are based on direct observations and testimonies gathered during and after the intervention. A high level of engagement and curiosity was observed among participants, as well as responses suggesting a positive impact on their self-perception of scientific ability. The work reflects on the logistical, cultural, and pedagogical challenges of bringing aerospace initiatives to remote areas, and discusses the replicability potential of the model in other communities across the Central American region. This case illustrates how university research groups can become agents of educational equity, using the fascination generated by space and technology as a gateway to scientific thinking.