The problem addressed by this study was the disproportionately low retention of racial minorities and women in STEM degree programs in community colleges. Although underrepresented groups are enrolling in STEM degree programs, they still face barriers that impact their retention, which has resulted in unequal outcomes across multiple STEM fields. Research has revealed the benefits of mentoring for underrepresented minority groups to support their academic success. The purpose of this qualitative descriptive study was to explore the perceptions and personal experiences of females and racial minority groups participating in a STEM intervention program with a mentoring component while pursuing a STEM degree at a Southern California community college. The theoretical frameworks that guided this study included Vygotsky's zone of proximal development (ZPD) theory and Collins et al.'s cognitive apprenticeship model that was derived from Lave's situated cognition in practice learning theory. Data were collected via semi-structured interviews from a purposive sample of nine students who participated in a STEM intervention program at a community college. Data were collected from two success coaches staffed by the program to provide triangulation. A thematic analysis was used to examine the data, which resulted in four themes: students' experiences in the STEM intervention program are directly linked to academic success; participation in the STEM intervention program help students address challenges; the influence of STEM intervention transcends high school to community college; and support and guidance from mentors are important to women and racial minorities. The findings of this study indicated that participants did perceive that the support services, particularly mentoring and counseling, of the STEM intervention program under study did help them achieve academic success. They viewed the impact as effective in persistence, sense of belonging, retention, and motivation in STEM courses and or degree pathway. The study results can be used by stakeholders to determine whether or not a program achieves what it is designed to do. [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.]