The purpose of this phenomenological study was to explore how 17 undergraduate Latina students in STEM engaged in behaviors of resistance during college. This qualitative approach allowed us to explore individuals' lived experiences and examine hidden meanings to understand the essence of resistance to educational STEM inequities. Drawing on concepts of transformational resistance and intersectionality, this article highlights how undergraduate Latina students critiqued racist, sexist, and classist structures that influenced their college STEM experiences. To resist these challenges, Latina students engaged in acts of internal and external transformational resistance. They subtly used their persistence as resistance and engaged in community transformation and healing. As more external forms of resistance, they also challenged inequitable STEM environments and the social impact of their disciplines. This study calls for educational stakeholders to better support Latina undergraduate students in STEM by eliminating oppressive forces, creating spaces for student expression, and reimagining the collegiate learning experience.