The purpose of this phenomenological qualitative study was to describe the personal experiences of Latina women who excelled in the fields of science, technology, engineering and mathematics (STEM) despite challenges amidst overlapping systems of discrimination. This study highlights the experiences of 10 Latina women who have attained or were in the process of attaining a STEM degree in higher education. This study holds recommendations for future research, educational institutions, and community-based organizations that serve Latino populations. To best understand the experiences of the Latina woman in STEM, this dissertation shares the lived experiences of each of the 10 women who participated. The following questions were used in semi structured interviews with the participants to help guide this study: (1) Tell me about yourself and your educational journey, (2) What were some of the challenges you experienced, regarding race and gender stereotypes in the field of STEM? (3) How did those impact you, emotionally or in your thoughts toward your chosen field? (4) How does your cultural background (e.g., family, religion, language, beliefs, traditions, and values), contribute to your success in a STEM field or educational setting? (5) As a Latina woman, what is the extent that you believe in your own ability to attain your goals? (6) How does this perception influence you in attaining higher education in STEM? Additionally, a writing prompt containing the following prompts was used: (1) Please describe your overall experience in STEM being a woman, and (2) Please describe if your overall experience has been further impacted by your being a Latina. The study used a qualitative phenomenological method in which semi structured interviews were conducted to capture the essence of this study. The data analysis then focused on identifying emergent themes from the 10 interviews with the participants that described their experience in navigating higher education and professional settings in the fields of STEM. Six significant themes emerged: (1) Hardships as First-Generation College or Graduate Students, (2) Intersectional Discrepancies and Disparities, (3) Mentorship and Counterspace, (4) Emotional Impact, (5) Cultural Factors and Values, and (6) Self-Perception and Self-Efficacy. [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.]