This qualitative case study examined the experiences of twenty-five African American students in STEM majors, at different junctures in their program of study. The students were interviewed in focus groups guided by a semi-structured interview protocol. Several themes emerged to describe the dynamic factors that both weakened and strengthened student perseverance and on-time degree completion. Themes describing barriers to degree completion include: ambivalence toward the teaching and learning environment; weak, formal, relationships with faculty, inadequate preparation for challenging classes; large classes and infrequent class offerings; and frustration with academic advising. Themes describing the militating factors include: peer support, student organizations, and mentoring. Particularly, the findings illuminate the importance of academically meaningful social activities for African American students enrolled in STEM majors.