Individuals that experience imposter phenomenon harbor resilient doubts about their abilities (Thompson, Foreman, & Martin, 2000). According to Dr. Dena Haritos-Tsamitis (2019), the study of impostor phenomenon has revealed that the success regarding personal experiences were to 70% as defined their internal experience of intellectual phoniness wit beliefs. This characteristic was defined as the following: "An internal experience of intellectual phoniness in people who believe that they are not intelligent, capable, or creative despite evidence of high achievement" (Clance and Imes, 1978 para. 2). The evidence of this study has determined how the imposter phenomenon (IP) impacts STEM students' academic achievement and professional development. The outcomes had identified students in the STEM disciplines that suffer or have suffered from the imposter phenomenon to determine the gaps in knowledge and skills. This was vital to the implementation of best practices to assist counselors, faculty, and administrators in overcoming the IP symptoms. The evaluation about deployed strategies (e.g., what works and what requires change) were necessary to assess a proactive approach systemically in the manner of an investigation about institution effectiveness. [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.]