The experiences of underrepresented women and ethnic minorities in computer science (CS) fields are at the heart of understanding the factors that impact the critical transitions students face when entering into Science, Technology, Engineering, or Mathematics (STEM) careers. The research, conducted using a grounded theory approach, gauges student and teacher perspectives, specifically investigating minoritized student perspectives that influence their entrance and continuation into an educational pathway. The study's outcomes underscore the crucial roles of (1) Student Family Encouragement, (2) School and Community Engagement, and (3) Professional/Teacher Mentorship as critical junctions that school districts should be aware of when creating student pathways into college and career, particularly for underrepresented groups. [ABSTRACT FROM AUTHOR]