While there is an accelerating demand for professionals in Science Technology, Engineering, and Mathematics (STEM) careers, African-American females (AAF) continue to remain disproportionately represented. Increasing the representation of AAF in STEM is vital to the U.S. workforce. Considerations of both external and internal barriers that impede on AAF persistence in STEM majors continues to be discussed in research. However, research shows that while persistence in STEM majors for AAF students continues to be a challenge, mentorships have proven to be viable intervention for many students. Although AAF student persisting in STEM majors with that assistance of mentorships has attracted enormous attention in university settings, it less often been explored in the community college setting. This descriptive qualitative study draws attention to how AAF students describe mentorships that influence to persistence in STEM majors in community colleges. The theoretical framework used in this study is The Triple Quandary Theory of Boykin and Toms and serves as a thematical foundation, which highlights the Black socialization experiences and the impact of these experiences in STEM on AAF community college students. The suggestions of this paper may be of interest to policymakers and community college administrators emphasizing of the importance of institutional support and investment in mentorships that leads to increased and sustained participation of AAF in STEM majors, as well as preparation for STEM related fields. [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.]