This article investigates whether attending a community college is related to an increase in the number of students majoring and graduating with degrees in science, technology, engineering and mathematics (STEM) at four-year colleges. We follow a longitudinal sample of students in North Carolina from middle school through college graduation, including some who attended a community college. Our multilevel models indicate that for our sample of students, who attended a four-year institution and declared a major within 6 years of high school graduation, ever attending a community college and/or starting post-secondary education at a community college have a significant positive relationship with their likelihood of declaring and graduating with a STEM major. Results hold true even after controlling for sample self-selection through propensity score matching techniques. Our findings also show that the benefits of community college attendance on students' likelihood of declaring and graduating with a STEM major are not restricted to only low-SES students. Overall, this study supports the notion that two-year colleges could work as means of helping push students from diverse socioeconomic backgrounds into STEM.