Latina/os are underrepresented in the growing, lucrative, and stable U.S. STEM economy. Increased participation in the STEM economy could serve as a vehicle for Latina/os to improve their economic footing in the United States and help fill the need for native STEM workers. One requirement for participation in the STEM economy is the completion of a STEM college degree and Latina/os are underrepresented among the ranks of STEM graduates. Though much of the research literature focuses on the challenges facing Latina/o students in K-12 education, a precursor to their participation in STEM college studies, this study develops a better understanding of how an urban public high school supported the success of Latina/os prepared to enter four-year college STEM majors. Using qualitative interviews and grounded in the anti-deficit achievement framework for research on students of Color in STEM and LatCrit theory, this study examined how race mediated the supports Latina/o STEM achievers received in high school. Specifically, STEM courses, instructional pedagogy, staff actions, and extracurricular activities are considered. Findings based on the analysis of student interviews are presented, along with recommendations in the areas of policy, practice, and research, for teachers, administrators, and other school leaders working with Latina/o students in urban settings and seeking to improve their STEM outcomes.