Policymakers have argued that increasing the number of highly skilled science, technology, engineering, and mathematics (STEM) professionals is critical to the economic stability and growth of the U.S. In addition, a desire to resolve the historically low representation of racial/ethnic-minority students in STEM has been a critical aspect of the discussion. Using science identity theory, this study explores how the tenets of science identity help Black students develop a science identity and transition from the community college to a four-year institution. Based in the results of this qualitative study, the development of science identity promoted the desire to major in a STEM degree and facilitated the transfer and transition to the university for Black students.