Little information exists concerning underrepresented students' talent development in science, technology, engineering, and mathematics (STEM) disciplines. This retrospective qualitative study investigated the talent development processes of five Black, seven Hispanic, and three Native American graduate students enrolled in STEM disciplines. All participants completed three individual, 1-hr interviews. Inductive thematic analysis revealed participants experienced challenges throughout their schooling, including chilly atmosphere in STEM disciplines, sense of loneliness, imposter syndrome, and pressure to prove themselves as capable. Despite these obstacles, participants benefited from academic rigor in STEM, gifted education programs, and extended support networks from families, friends, and mentors. Participants also developed a strong sense of responsibility for community service and social justice. Implications for research and practice are discussed.