Role models are critical for broadening participation in science, technology, engineering, and mathematics (STEM); however, little is known about STEM role model characteristics most likely to promote identification. This study focused on adolescents' preferences and identification with diverse STEM role models featured in online videos. Findings from a quantitative analysis of adolescents from a suburban community in the Midwest of the USA showed that same-sex and same-race STEM role models did not affect preference. Post hoc analysis indicated that students rated STEM role models who were established or early in their careers and fictitious STEM role model characters higher than portrayals of famous STEM professionals. Students rated role models who were female, non-white higher than female, white and male, non-white, but students did not rate them differently than male, white characters. Students rated female, white characters equivalently to male, non-white characters but lower than male, white characters. Lastly, male, white characters were rated higher than male, non-white characters. Findings from the qualitative analysis of adolescents' written reflections found identification with STEM role models who challenged gender and racial/ethnic STEM stereotypes, pursued interesting hobbies, and worked in STEM fields perceived as interesting. Implications for educators and media practitioners are discussed.