This study sought to identify factors that predict positive STEM-related postsecondary outcomes for Hispanic students in Texas. The research team linked K-12 student academic data to college enrollment data for public high school students who enrolled in colleges and universities in Texas from the 2004/05 to 2010/11 (seven cohorts). Regression models examined relationships between possible indicators and outcomes of declaring, persisting in, and completing a STEM major. Highest math and science course taken in high school and performance on math and science assessments were strongly associated with postsecondary STEM outcomes. These associations did not differ by ethnicity, demonstrating that Hispanic students reap the same benefits of higher-level math and science courses as do non-Hispanic White students.