This study focused on understanding female student persistence in a STEM community college program. The researcher conducted a mixed-methods study which utilized a student survey that asked both male and female students questions focused on encouragement received in school and perceived persistence level to complete their STEM program. Interviews were conducted with second-year community college female students in the program who completed the survey. Results found stronger encouragement for males in their school careers while female students reported stronger feelings of persistence in the college STEM program. Interviews showed that female students expressed a recurring theme of family encouragement while growing up as well as an adult or sibling role model who used technology which may have led to stronger program persistence. Self-efficacy and student maturity were also highlighted in interviews as a reason to persist and complete STEM programming. This dissertation recommends further study into support from the home lives of students outside of school as a building block to persistence in STEM as well as the creation of college structures, such as trained advisors who have a deeper knowledge and understanding of STEM, so that students can be directed more effectively to STEM programs.