STEM has one of the largest job fields, providing competitive salaries and opportunities for advancement. Despite this potential, enrollment in STEM majors is low and attrition at the collegiate level is high. This affects economic development and diversity within the scientific community. This warrants an analysis of the major selection process and identification of factors that affect STEM students in the academic setting. In this study, STEM and non-STEM majors at a liberal arts institution were surveyed about their education experience and the process of major selection. Significant results were found for STEM majors in terms of the amount of time spent on coursework as compared to their peers, the importance of peer and instructor interaction, course factors that cause stress, and thoughts on switching majors. The findings indicate that positive peer interaction and instructor support is critical for retaining STEM students as it fosters a scientific community. For non-STEM majors, a majority reported moderate confidence in science and mathematics, reported not participating is STEM activities outside of the classroom setting, had few thoughts of changing majors, and reported not knowing anyone in the STEM field. These findings highlight the importance of exposing students to STEM careers, and retaining student interest in STEM in the high school setting.