Small businesses with emphasis in science, technology, engineering and math (STEM) are catalytic in launching the United States' global presence and competitiveness into the twenty-first century through innovation and technology. The projected growth compared to non-STEM occupations, is almost twice as high for STEM occupations which further demonstrates the necessity of preparing more STEM workers for the needs gap. Higher institutions play a crucial role in growing STEM education by preparing students through curriculum and graduating conversant learners of the profession. However, the low percentage of minorities enrolling in STEM programs and the increased college drop-out rate compared to other students impacts the number of minority-owned STEM business. The lack of minority-owned STEM businesses further impacts the expansion of research on ethnic-based illnesses and influences employment in minority communities. The purpose of this study is to examine if postsecondary persistence approaches for minority students towards graduate STEM programs and entrepreneurial curricula within STEM coursework influences the number of minority-owned STEM businesses. The study utilized an explanatory sequential mixed methods study in two phases collecting data from participants of a Louis Stokes Alliances for Minority Participation (LSAMP) program. The first phase consisted of a quantitative survey designed by the researcher and the second phase, involved qualitative semi-structure telephone interviews with 13 randomly selected LSAMP participants. The quantitative findings of the study showed no correlation between participation in entrepreneurship activities and the intent to open a STEM -related business. Additionally, the qualitative findings revealed themes in two categories; persistence in STEM and STEM entrepreneurship. Minority STEM students persist to graduate school because of 1) Financial support, 2) Research conferences, 3) Academic support and access to timely resources, and 4) Peer support. Furthermore, minority STEM students' influences towards STEM entrepreneurship are improved through 1) STEM professors, 2) Self-motivation and 3) Entrepreneurship education. The results of the study offer suggestions to administration of higher institutions towards improving minority-owned STEM businesses. First, increasing academic support for upperclassmen and coordinating timely graduate school resources. Secondly, identifying STEM professors who are qualified to teach components of entrepreneurship in STEM courses, investigating STEM curricula with a business or finance component and developing partnerships with local business community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]