This study explored the impact of attending an Inclusive STEM-focused High School (ISHS) by interviewing 30 students from ISHSs and matched comparison high schools 2 years after graduation. Interviewees were students who in 12th grade reported being first-generation college goers, strongly interest in a STEM career, and planning to go directly to college after high school. The narratives of ISHS students featured a high school environment that was both challenging and supportive, follow-through on their intention to declare a STEM major, and persistence in their chosen college and major. Matched students from regular high schools reported less challenge in their secondary academic experiences, spottier support for college going, and subsequently more changes in their colleges and fields of study.