The ratio of minority students earning baccalaureate degrees in science, technology, engineering, and mathematics (STEM) continues to decline. In the past three decades, research on students of color in the mathematics/science pipeline has rapidly expanded. Many government agencies and nonprofit organizations have supported research and established programs to encourage minorities and women to major in these fields. Despite the fact that the number of undergraduate students of color initially choosing STEM fields has grown, few persist through degree attainment. Blacks and Hispanics each comprise only 5 percent of all employed scientists and engineers. Even when the National Science Foundation's (NSF) practice of including graduates of psychology and some social sciences in STEM is used, scholars of color earn doctoral degrees at a proportion that ranges from one-fourth to one-tenth of their representation in the general population; their subsequent transition to the science and engineering labor force is even lower. While some particular types of institutions continue to produce scientists of color, they alone cannot close racialized gaps in STEM achievement or meet workforce demands. Institutions of all sizes and selectivity levels must also increase the production of scientists. In this article, the authors focus specifically on the production of emerging scientists at comprehensive public institutions (CPIs). This article describes a research project in which the authors identified colleges and universities that were unexpected yet successful producers of bachelor's degree recipients of color who ultimately earned mathematics and science doctoral degrees. The authors share data from CPIs that did a particularly good job of developing scholars of color in these disciplines. By identifying these institutions, future research can focus specifically on the environmental, curricular, and instructional practices that lead to the development of scholars of color. (Contains 3 tables.)