Student engagement and participation in resources geared toward improving STEM student success and postgraduate planning is important in higher education. This study was a qualitative exploratory case study of undergraduate STEM students at New Jersey City University (NJCU), a public, Hispanic-serving and minority institution located in Jersey City, New Jersey. The aim of this study was to understand the motivational impact that a digital badging system had on the participation and engagement of undergraduate STEM students who participated in the On PACE Mentoring Program, supported by a U.S. Department of Education Developing Hispanic Serving Institutions (DHSI) Title V grant. Data were collected using a preliminary questionnaire and one-on-one interviews with 17 undergraduate STEM students enrolled in the On PACE Mentoring Program. The research study was guided by the self-determination theory (SDT), which is a growth-centered approach to understanding why some students are motivated or unmotivated to participate. The data were analyzed and resulted in nine themes: accomplishment, beneficial, challenges, career goals, community, emerging concept, motivation, opportunity, and personal growth. The results indicated a motivational impact when using digital badging in a faculty-led mentoring program. The current study suggests that implementation and continued use of the digital badging system within the On PACE Mentoring Program shows promise in efforts to increase STEM student engagement and motivation. Future research should focus on student retention and persistence in the STEM major and employment field. [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.]