Over the past few decades, community colleges have helped increase the representation of female and minority students in the fields of science, technology, engineering, and mathematics (STEM). Flexible schedules, low tuition, proximity to jobs, and open access admissions make community colleges attractive to a diverse student body, especially female graduates who are attempting to manage families, education, and sometimes, jobs. However, to date, little research has focused on women enrolled in community colleges and their decision to pursue a STEM baccalaureate degree. To fulfill the void in the literature, this article presents findings from interviews with female community college students in STEM fields regarding their learning experiences, interaction with faculty, and educational and career aspirations. It also discusses implications for practice and policy to facilitate female participation in STEM.