Improving community college transfer pathways in science, technology, engineering, and math (STEM) fields is an urgent educational equity issue in the United States. While there is abundant literature documenting the challenges community college transfer students face in their pursuit of a STEM bachelor's degree, there is limited research on the stories of the educational leaders who are tasked with enhancing success for this population. Additionally, the literature has not adequately examined how a college's Hispanic-Serving Institution (HSI) designation may influence the efforts of educational leaders working to improve STEM community college transfer pathways. More research is needed to better understand STEM community college transfer leaders, their motivations for engaging in this work, and their approaches to improving STEM community college transfer pathways within the context of HSIs to increase success of this underserved student population. This study aimed to identify who STEM community college transfer leaders at Hispanic-Serving Institutions in New Mexico are, including their formal role on campus, their personal identities, what motivates them to engage in this work, and their approaches to improving STEM community college transfer pathways in this state. Using an Applied Critical Leadership framework and a Narrative Inquiry methodology, ten educational leaders from student affairs, academic advising, academic affairs, and/or HSI-related grants who work at an HSI-designated community college or four-year college or university in New Mexico were selected for this study. Participants engaged in two semi-structured interviews and a focus group to analyze how they negotiate STEM community college transfer work given their position on campus, personal identities, motivations, and institutional context working at an HSI in New Mexico. Findings from this study indicated a need for identity awareness, equity-centered motivations, more formal transfer-focused positions, and reliance on formalized partnerships and HSI-related grants among STEM community college transfer leaders working at HSIs in New Mexico. Enhanced data-tracking and sharing, strategic intra-institutional and statewide communication, and a Transfer-Serving Leadership model were proposed as possible solutions to developing and sustaining more STEM community college transfer leaders at HSIs in this work. [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.]