The availability of student support systems and mentee-mentor relationships provide effective ways to increase the representation of women in STEM areas (Creamer & Laughlin, 2005). Support systems allow students the opportunity to engage in discussion and activities with individuals, including family, faculty, staff, or administrators with whom they feel comfortable. In this qualitative study, five female community college transfer students in STEM disciplines were interviewed. The female students were asked to describe and make meaning of their support systems and the impact of these support systems on their decision to pursue and persist through their respective STEM discipline. The female students described their support systems on three different levels: family, faculty and advisors. (Contains 1 table.)