Beginning in 2016 and with funding from the National Science Foundation, the Rural and Diverse Student Scholars Program at George Mason University supported two cohorts of diverse undergraduate students from rural Virginia in their pursuit of a STEM degree. A holistic program design and individual components aimed to combine to support student success. In a qualitative study with journal prompts, focus groups and interviews, the program was assessed, and insights were gleaned regarding the participant population. Results reveal the importance of community and mentoring in supporting student persistence and success. Participants described being rural as part of their identity and many maintained significant relationships with home and family, even after matriculation. Conclusions from this study are consistent with scholarly precedent and have implications for colleges and universities serving similar populations.