In this study, we determined the educational pathways and key life course transitions of young adults who enter Science, Technology, Engineering, Mathematics, and Health (STEMH) technician and professional jobs using the 1997 National Longitudinal Survey of Youth (NLSY) dataset, tracking high school students from 1997 to adulthood in 2009. Using hierarchical linear modeling (HLM), findings underscored gender, ethnic and racial background, high school achievement and career and technical education (CTE) participation, earning high school industry certifications, postsecondary enrollment (2 year and 4 year), and degree attainment as factors contributing to the attainment of STEMH technician and professional careers. In light of the findings, we recommend that strategies to broaden the participation of minorities and women in STEMH fields include strengthening high school CTE programs and emphasizing career guidance in high schools to promote career awareness as a means to attract and retain students in STEMH pathways.