Numerous studies have addressed science, technology, engineering and mathematics (STEM) and their relation to education and gender ranging from elementary school pedagogy to career choices for traditional-aged college students. Little research has addressed nontraditional female students returning to the university to in the STEM fields. This study used the portraiture methodology and the idea of being an educational connoisseur (Eisner, 1998; Lawrence-Lightfoot & Davis, 1997) to explore the lived experiences of five nontraditional female students returning to the university to study a STEM major. The study is situated in an interpretivist paradigm, using interviews, journal writing, art work, and observations of online classroom interactions for data collection and analysis to gain a deeper understanding of how the lived experiences of the five women in the study influenced their goals, interests, and outcome expectations related to studying STEM fields. I used the social cognitive career theory to guide data collection and data analysis. The portraiture methodology enabled me to gain a deeper understanding of the role of self-efficacy; environmental supports from spouse, family, or others; and perceived and real barriers as part of the women's lived experiences. [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.]