The purpose of this research is to better understand how academic researchers in STEM fields identify and access postdoctoral positions, transition into postdoctoral roles, and access training, development opportunities, and networks once they are at their postdoctoral institution. Furthermore, this study aims to describe how aspects of identity influence any of these facets of postdoctoral training. There is relatively little research into the postdoctoral training stage. This qualitative, exploratory study is meant to describe how postdoctoral scholars view and understand their own experiences in the role, and how their identity may or may not impact this experience. Sixteen participants, most from backgrounds that are underrepresented in their disciplines, were recruited from research institutions across the country to participate in a 1-hour interview about their academic experiences, their postdoc experience, and their career goals. Findings include the importance of networks and support structures for understanding how to identify and transition into postdoctoral positions, the hidden curriculum related to the postdoctoral training experience, and the role of values and cultural identity in setting postdoc and career goals. These findings fill a gap in the literature by better representing current postdocs' expectations for this training period, specifically as it relates to potential transitions into a faculty role. The results can be used to design postdoc training programs that emphasize equity in STEM fields. [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.]