I present a comprehensive view of mentoring experiences of undergraduate students and faculty members in science, technology, engineering, and mathematics (STEM). In CHAPTER 1 I describe a brief outline of this dissertation. In CHAPTER 2, I present an interpretative phenomenological analysis of the lived experiences of former STEM undergraduate mentors of the Nebraska STEM For You (NE STEM 4U) afterschool mentoring program. In CHAPTER 3, I describe how the ramifications of faculty mentorship influence the science pipeline using a qualitative synthesis. In CHAPTER 4, I describe how the STEM faculty-student mentoring engagement involves a strong psychological support component using a case-study methodology. Chapter 5 outlines a brief conclusion of my dissertation. Overall, I found that a positive mentorship experience with faculty can encourage undergraduate students to stay in STEM fields. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]