The problem addressed in this basic qualitative study was the persistence of science, technology, engineering, and mathematics (STEM) students at a historically Black community college (HBCC) in the southern United States. This problem is important because understanding the key successes and challenges STEM students face may enable faculty and administrators to support low-persisting students through degree completion. The purpose of this study was to explore the perceptions of STEM students at a HBCC regarding their persistence toward degree completion. Astin's theory of involvement and Reasons and Terenzini's synthesis of persistence were used as the conceptual framework for this study. The research questions were designed to develop an understanding of what students perceived as the keys to their success and the challenges that influenced their persistence. Eight, third-semester STEM students enrolled during the fall of 2021 and spring of 2022 volunteered to participate in the study. Data were collected using audio recorded, semi-structured interviews and were analyzed thematically applying manual coding strategies to develop emergent themes. Participants perceived an engaging and supportive environment, specific course and content alignment, being academically determined, having adequate resources, and culture and opportunity as keys to their success towards degree attainment. The implications for positive social change include the potential for increased empowerment of HBCC students and how they will be represented in STEM fields after graduation, with added ability to promote social awareness and contribute to their communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]