The community college is in a unique position to help advance the education of students in all sectors of society. As this new century begins, however, many Hispanic and Latino students begin college at the community college level, but do not transfer to universities in significant numbers. Embedded in these data are the low numbers of this population who complete baccalaureate studies in science, technologies, engineering and mathematics (STEM) majors. As such, this study focuses on a Mexican American segment of the Hispanic/Latino population and examines the factors related to their successful transition through their STEM education in a Southern California community college that is also a Hispanic Serving Institution. Using the Grounded Theory research methodology, the researcher determined that Mexican American students who had persevered into upper level community college STEM courses had engaged in social connections throughout their STEM educational experience. Social connections were in the form of family support, institutional inclusion, peer engagement, and faculty involvement. Central to these connections were demonstrated examples of student validation, institutional involvement, and various forms of academic and social integration.