Inequality of resources in urban schools is a structural barrier to college preparation, access to social capital, college success. Per the literature, a number of issues prevent urban STEM high school students from participating in this innovative learning experience. Studies have shown that STEM experiential learning can influence attitudes, skills sets, and knowledge acquired in urban high schools, provided significant guidance is embedded during its creation. An explanatory case study approach was adapted to apply to 12 STEM educators and administrators attributed to both high and low performing minority urban high school students in STEM programs. This study examined personal, cultural, and structural experiences as explained by STEM teachers and administrators in their urban STEM high schools. The study is grounded in a constructivist learning theoretical framework, which proposes that the learner creates his or her own meaning and that new knowledge is linked to former knowledge. The study shows that there is a relationship between research of STEM subjects and the integrations of hands-on experience. The explanatory case study was guided by a research question: "What factors do STEM educators and administrators attribute to both high and low performing minority urban high school students in STEM programs?" The stories that emerged from this study revealed themes and categories related to both high and low performing minority urban high school students in STEM programs. The study revealed that districts lack the STEM resources like funding for hands-on activities, technology outreaches, libraries, and agencies, professional's networks, and museums. Using a qualitative explanatory case study approach, the study clearly discovered a significant disparity in learning accomplishments between students in urban districts and suburban districts, particularly in STEM subjects; investigation revealed the factors that STEM educators and administrators attribute to both high and low performing minority urban high school students in STEM programs. [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.]