This study reports findings from 19 interviews with Hispanic/Latinx students participating in a university-wide, multiyear program designed to retain students from underrepresented backgrounds in science, technology, engineering, and mathematics (STEM) at a Hispanic-serving institution. We focus on the impact that having multiple opportunities to engage in faculty-mentored, cocurricular undergraduate research experiences (UREs) had on students' STEM paths in college and the cultivation of their science identities. In addition to professional and psychosocial benefits, our findings suggest that having the opportunity to spend multiple summers in UREs at partnering institutions away from home helped to strengthen Hispanic/Latinx students' comfort levels with being away from their families and helped them recognize the broad range of opportunities available to them for graduate school.