Case study methods were used to examine the implementation and process used to recruit STEM majors of color into teaching. This article describes a one-year pilot designed to recruit biology majors into teaching. Analyses of the meeting minutes, as well as focus group, and field notes, and participants' reflections revealed that mentorship was an important aspect of the program. Results also show STEM majors of color who decide to pursue teaching, experience internal conflict from tensions about whether to fulfill their family's goal of a career in medicine. Consequently, recruitment initiatives that target STEM majors of color should consider the cultural and identity shifts necessary to transition from being a STEM major to a teacher candidate.