Women are still under-represented in STEM at the collegiate level. To better understand persistence in women, this study focused on women who have completed their sophomore year in their STEM majors. In this basic qualitative study, Astin's Inputs- Environment- Outputs (I-E-O) model was used as the theoretical framework. Seven themes emerged from the participant's stories. For inputs the following themes emerged; family, teacher support, and extra-curricular activities. For environment the following themes emerged; adapting during a pandemic, peer support, and caring mentors. The last theme that bridged both inputs and environment was self-efficacy and commitment. Finding are discussed as well as implications for theory and practice. [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.]