In this study, I applied Bem's (1981) gender schema theory, Eccles and Wigfield's (1995) expectancy-value theory, and Bandura's (1986) social cognitive theory to examine the underrepresentation of women in science, technology, engineering, and mathematics (STEM) leadership. Additionally, I used Clark and Estes's (2008) gap analysis to identify the knowledge, motivational, and organizational factors stemming from overlapping key concepts of modeling and mentoring, self-efficacy, self-regulation of goals, and employee values. In this study, I aimed to examine women's perspectives of organizational support for women seeking advancement to STEM leadership positions and to identify any new barriers brought on by the COVID-19 global pandemic. I conducted a semistructured qualitative study using interviews with 13 women at various stages in their careers working at New World Company, a STEM employer. Additionally, I used researcher field notes, member checking, and secondary data for triangulation. I conducted all interviews remotely, and I analyzed data using thematic coding. Findings from this study indicated that perceptions of organizational support varied by participant. Additionally, though this study did not indicate any significant challenges to career advancement brought on by the COVID-19 global pandemic, this pattern may have been due to an unplanned study limitation related to participant selection, and I recommended future targeted research. Nevertheless, this study suggested the significance of modeling and mentoring, self-efficacy, self-regulation of goals, and employee values. Based on these findings, I provided recommendations to improve knowledge, motivational, and organizational factors to support the advancement of women in STEM. [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.]