Enrollment in high school physics across the United States of America is notably lower than in other scientific disciplines. Given that physics serves as a prerequisite for admission into many STEM (Science, Technology, Engineering and Mathematics) degree programs, the lack of completion of this course at the high school level can significantly hinder students' readiness for and interest in pursuing STEM majors. Alarmingly, data reveal that two out of five high schools in the US do not offer physics courses, posing a significant challenge in meeting the industry's growing demand for STEM graduates. In response to this gap, the Office of Inclusive Excellence and Community Engagement in the College of Engineering and Applied Science at University of Cincinnati has initiated a summer physics program for local high school students. This study utilizes a mixed methods research design as a research methodology to understand the factors shaping the students' persistence after participating in this course. In the quantitative phase of the study, the participants completed Force Concept Inventory (FCI) and Attitude and Persistence towards STEM (APT-STEM) Instruments, with results indicating enhanced understanding of force concepts and more positive attitudes towards STEM after completing this course. Contrarily, the findings also suggested a decline in persistence. The qualitative phase involved an open-ended survey aimed at identifying factors influencing student persistence. Students reported challenges in comprehending mathematical terminology within physics equations. The paper concludes with a discussion on further research recommendations to enhance the high school physics curriculum, addressing the identified educational gaps.