Motivated by lack of diversity in Science Technology Engineering Mathematics and Medicine (STEMM) professions, this case-study explores a group of 25 high achieving, low SES, mostly female, majority-minority high school students' perception of race, ethnicity, and gender as factors for success in their future as STEMM professionals. Additionally, the study elucidates the benefits of participating in a pipeline programme designed to promote high skill and high wage jobs in the medical and health fields. Emergent themes of race and merit prominently surfaced. Responses to the effect of race and gender varied by subgroup, with the themes of the 'power of personal merit' over sociocultural factors emerging as the most striking theme. Participants' perceived benefits aligned with the programme goals: broadening of STEM knowledge, access to role-models, and hands-on experience. Teachings on social inequality and more access to female, minority role-models are suggested to prepare participants for their entrance into the STEMM field.