This study details the mentored research component of a program intended to recruit, retain, and transfer students attending a two-year college (2YC) to four-year geosciences programs. Eighteen of 20 students who started the program were from minoritized backgrounds: 12 women, six racial/ethnic minorities, 12 low-income, and 13 first-generation college attendees. During a calendar year, students engaged in faculty-mentored research at a 4-year university (4YU), coursework at the 2YC, and a paid six-week internship in geoscience education. Students were to spend at least five hours weekly on research February-June and make a public presentation of results in December. Of 11 students who completed their research projects, 10 were minoritized students. Eight of 11 transferred into a science major. Students progressed the most in research when working together on a project designed for them and regularly meeting in-person with their mentors. Student exit interviews indicated that they valued the research experience and the skills gained. However, less progress occurred in the summer than planned, and students cited challenges in commuting to the 4YU due to jobs and personal commitments. Mentor-student matching produced mixed success. Based on the findings, we recommend incorporating a mini-internship with each mentor into the spring course, then pairing the students with one project and mentor for the summer and fall. Funding the research hours in addition to the internship would help alleviate financial burdens on students. Finally, all mentors would benefit from training together to better understand the mindsets of 2YC students and effectively accommodate individual needs.