This paper examines factors influencing minority students enrolled in STEM programs in their career choices and outcomes including labor market experiences. The study establishes the effect of attendance at a minority serving institution on student college experiences, persistence in a STEM field, as well as the labor market outcomes after graduation. An important question that policy analysts have tried to answer for sometime now is how minority students majoring in the sciences and engineering benefit from attending minority serving institutions, such as HBCUs and HSIs. Hence, an important dimension of this study is to investigate the causal effect of attending a minority serving institution on persistence in a STEM field and the associated college experiences and labor market outcomes. This is particularly important given concerns about the undersupply of STEM graduates in the country, while the minority gap in the choice of science and engineering majors remains an unresolved public policy issue. There is a large literature on Minority students in the STEM and Engineering fields. Few however analyze closely how students benefit from the type of institution attended. This study proposes a new dimension to an old debate. Attending college is an important step in a young person’s life given it is critical in determining future earnings, as research has established. In continuing the debate on college choice, the study models the factors that influence student experiences for prospective engineering and science students, their persistence and general wellbeing while enrolled and their employment experiences after graduation, by analyzing the experiences and their related counterfactuals, right from matriculation at minority serving institutions, enrollment and labor market experiences after graduation. This issue is addressed for two main reasons; first, while the choice of college major especially in a STEM field is important, Blacks and Hispanics are known to have low persistence rates in these fields. Secondly, the demographic composition of the US has shifted insofar as the proportion of the US population, comprised of racial and ethnic minorities has increased. This study uses data from the CIRP (Cooperative Institutional Research Program) and data from three NCES (National Center for Education Statistics) longitudinal surveys. The effects of attending a minority serving institution are defined and tackled within a causal model. The use of propensity scores establishes causality by allowing for semi-parametric and nonparametric estimates of causal effects. Students generally choose college based on a variety of criteria. Therefore it is possible to assess students’ experiences, including their labor market outcomes, vis-à-vis the counterfactual. The analysis will aim to highlight the various attributes, influences, and individual moderators affecting a student's experience in college, based on type of institution attended. While this exercise is not predictive it provides insight into the dynamics of the college experience and later labor market outcomes. The study will offer important insight into the experiences of minority students and how different institutions could improve minority student outcomes.