Latina high school students aspiring to careers in the fields of Science, Technology, Engineering, and Mathematics (STEM) participated in the year-long Latina STEM Fellowship (LSF) program. A team of education professionals interviewed the students to better understand how these Latina students visualize a future STEM career, their perceived obstacles, and the ways they leveraged their positionality as high school Latina students to construct their identities. Semi-structured interviews revealed these students used the intersectionality of their race/ethnicity, culture, and gender to develop agency and express resilience in their future path toward a career in STEM. The students incorporated a positive and synergistic view of their Latina identities to envision success in their STEM career aspirations. Future research should focus on longitudinal studies that follow Latina students from high school through the university pipeline to better understand the factors that contribute to their success. This study highlights the need for structured STEM experiences for Latina students, who are typically underrepresented in most STEM fields.