Many first-year, low-income STEM students do not remain in STEM majors past their first year nor do they complete STEM degrees. Our project aimed to support low-income, STEM majors financially and promote their STEM identities by creating a learning community focused on developing positive relationships among students, faculty, and peer mentors. Our research examined how first-year interventions such as a cohort-based STEM-themed first-year experience, peer and faculty mentoring, community meetings, and STEM seminars and conferences provided opportunities for students to (1) develop a sense of belonging, (2) develop competences in biology and math, (3) perform biology and math practices, and (4) be recognized for their competence and performances. Qualitative methods were used collecting and analyzing data from observations of scholars during a first-year experience course, meetings and seminars, and semi-structured interviews. Findings inform how interventions during STEM majors' first year of college can support students' STEM identity.