This qualitative study explored the experiences of African American college junior and senior science, technology, engineering, and math (STEM) majors attending three historically White institutions (HWIs) in the Midwest using theoretical frameworks of social learning theory (Bandura, 1977), social cognitive career theory (Lent et al., 1994), and critical race theory (CRT; Delgado & Stefancic, 2017; Tuitt & Carter, 2008). This study used participants' voices to explore their experiences and examine strategies they employed that prompted their decisions to continue persisting in high stakes STEM environments that involved isolation, racial bias, and/or gender discrimination, and challenges to their intellectual ability. Despite such challenges, study participants were successful academically. Five themes emerged during participant interviews: (a) modeled values: champions of work ethic and education; (b) minoritized lenses of STEM: culture, identity, and experiences; (c) the price one pays to be in this environment; (d) communities of support; and (e) decision factors: motivators toward success. Findings demonstrated students were able to develop self-efficacy throughout their STEM trajectory by modeling parental examples, involvement in precollege STEM experiences, receiving support and encouragement from peers, and involvement in STEM-based organizations. Moreover, participants were motivated to persist based upon financial incentives and career opportunities that could be gained from majoring in STEM. [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.]