The significant under-representation of women in the science, technology, engineering, and mathematics (STEM) careers fields directly links to the under-enrollment and retention in STEM educational degree programs. Using the leaky pipeline framework and theory of student persistence, the purpose of this qualitative descriptive study was to understand how females who completed supplemental education courses describe their decision processes to choose a STEM major and persist to graduation at a two- year college in southern Colorado. The sample included female STEM majors who were enrolled in supplemental education courses and are currently persisting to graduation at a community college. The College Persistence Questionnaire (51) and semi structured interviews (10) were thematically analyzed and yielded 20 primary themes. The findings from this study highlights the positive role SI has on female STEM major's persistence to graduation. The findings also strengthen the theory on student persistence in that academic and social integration practices are integral not only on persistence within non-stem majors, but also STEM degree pathways as well. It is recommended that STEM educators and college leaders in southern Colorado focus on, mentoring and instructional practices such as increased SI to help increase female STEM persistence. It is recommended that future research focus on the pipeline at the secondary level. Research addressing all aspects of the pipeline, may provide clearer rationale which in turn can lead to better practices promoting female STEM major persistence. [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.]