The continued lack of women pursuing science, technology, engineering, and mathematics (STEM) majors and careers is detrimental to the quality of life of women, their families, and society as a whole as a result of decreased access to higher paying STEM jobs. An increasing number of women are attending college, yet very little research addresses the nontraditional female learner returning to the university to pursue a STEM major. In the present study, I explored issues regarding persistence among this population through the lens of social cognitive career theory. I utilized interviews, artwork, journals, and observations to gain a deep understanding of five women's lived experiences pursuing a STEM major. Mathematical background, relevant supports, and a phenomenon characterized as harmony describe the lived experiences of the women. Findings highlight the importance of alignment between interest and a value-driven goal, a missing piece in understanding persistence of women in STEM. Implications for practice and future research are discussed.