The importance of the STEM (Science, Technology, Engineering and Mathematics) professions to America's ability to advance its quality of life have long been a matter of discussion on a national level. The rewards of study in these areas are as evident to those who teach it, as they are, often, difficult for students to appreciate. This article seeks to delineate evidence-based factors relating to student success in STEM at the postsecondary level, focusing especially on secondary school preparation and competence in mathematics and other STEM areas. The article concludes with suggestions for curricular and pedagogical approaches to address some of these issues.