The purpose of this article is to assess areas of opportunity and access for students of color to participate in the science, technology, engineering, mathematics, and medicine pipeline (STEMM). Using a Critical Race Theory framework, this position paper reviews occupational outcomes and stratification in STEMM fields, examines the pertinence of mathematics as an access point for STEMM entry, and addresses the prominent role that Historically Black Colleges and Universities (HBCUs) play in creating and nurturing STEMM scholars. Throughout the article, emphasis is placed on urban districts, which are often burdened by limited resources while serving the largest number of students of color. The article concludes with suggested recommendations for improving the diverse representation in STEMM fields.