This paper addresses the transition of community college students to degree programs in science, technology, engineering, and mathematics (STEM). The paper presents the results of an evaluation of a two-week residential summer bridge program that recruited community college students from a wide range of academic, ethnic, and socioeconomic backgrounds and included traditional and innovative elements to address academic, social, and career needs. Evaluation data were obtained from pre- and postsurveys, focus groups, and annual tracking surveys about subsequent academic choices and course completion. Results identify the factors that increase the confidence and motivation of students to pursue STEM undergraduate degrees. Student rankings indicate that they found the innovative elements of the bridge program to be the most valuable and transformative in their academic success. (Contains 4 tables.)