This study examines the educational structures of a pre-college science, technology, engineering, and mathematics (STEM) education program that has been effective in preparing African American students for postsecondary education and to pursue degrees in technical disciplines. A critical race analysis of the educational structures of the program was conducted to contextualize the significance of student outcomes. The study illuminated the structural composition of the STEM after-school program that created the contexts in which the African American students successfully completed high school and pursued postsecondary STEM degrees. The findings indicate the educational structures of the pre-college STEM program created counter space.