This article investigates the mechanisms through which undergraduate research experiences for community college students can have second-order and multiplier effects on other students and home community college science, technology, engineering, and mathematics (STEM) departments and thus build STEM pipeline capacity. Focus groups with the science faculty at five of the participating community college campuses, ranging from rural to large urban institutions located 5-120 miles from the university, document positive changes. These include an improved sense of student-faculty community within departments and participants serving as aspirational role models for other students.