This quantitative study explored factors associated with the persistence rates of African American students that aspired to major in STEM and ultimately completed undergraduate degrees in STEM. The primary data source for this study came from the Cooperative Institutional Research Program’s 2009 The Freshman Survey (TFS) and 2013 College Senior Survey (CSS). The sample included 379 African American students that indicated, on TFS, that they intended to declare STEM as their major. The findings revealed that African American undergraduates were significantly more likely to persist in STEM majors when they have increased levels of faculty mentor engagement. Findings demonstrate a need for institutions to consider implementing curricula that encompasses factors that contribute to meaningful faculty engagement to help create more inclusive academic environments for African American students in STEM.