This thesis describes how research experiences help develop the science identity of burgeoning scientists through the building of confidence and networks of support. These research experiences, even at the undergraduate level, can impact research participants' decisions to pursue science and research careers, including faculty. My research questions were (1) How have research experiences developed science identification for undergraduate students, (2) How have research experiences impacted views on becoming faculty, and (3) What was the role of ethnicity in shaping science identification and views on becoming faculty? Through interviews of participants of an apprentice-based undergraduate science research program, I use a phenomenological case study approach to understand how individual experiences impacted participants' career pursuits. This study revealed that research experiences, and the programs that support individuals in these experiences, can help program participants better understand and appreciate what it means to be faculty. These support programs also have the potential to help participants navigate other science and research career tracks and to support participants' personal and professional identity development. [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.]