Although student-faculty interaction is linked to numerous benefits for students, a central puzzle is why not all groups appear to benefit equally from such interaction. Using a sample of 778 science, technology, engineering, and math (STEM) undergraduates from the National Longitudinal Study of Freshmen, we use structural equation modeling to investigate the direct and indirect relationships between key student variables, racial discrimination from faculty, student-faculty interaction, and college grade point average (GPA) among STEM undergraduates. Results suggest that students who interacted more frequently with faculty also were more frequently exposed to experiencing racial discrimination from faculty because of race/ethnicity, which hence negatively affected college GPA. In particular, Black STEM students with higher interaction with faculty were more likely to experience racial discrimination from professors, and student--faculty interaction only had a significant positive effect on college GPA for White students.