The CSI academies employed a multi-layered, collaborative approach to encourage diverse students to consider STEM careers, including science teaching. The academies recruited a diverse group of high school students. This was due, in large part, to the creation of a unique selection process that identified students with unrealized potential. The program included a highly functioning team of high school science teachers; faculty in teacher education joined by faculty in the arts and sciences; and college students as peer mentors. The program benefited from exceptional cooperation between a liberal arts college and a large urban university. A post-academy survey revealed students continued to have strong interest in studying science in college, a decreased interest in forensics as related to law enforcement and an increased interest in becoming science teachers. The authors identify specific success factors that could be applied in similar pre-college programs. (Contains 1 figure and 2 tables.)