This collaborative research project aims to foster STEM identity development among historically underrepresented Latinx middle school youth by integrating STEM skill-building with personalized career exploration and planning. The study involves a collaboration between Sociedad Latina, a youth-serving organization, and Boston University to provide students with culturally responsive network science and career development curricula in after-school and summer program settings. Using career narratives and a quasi-experimental pretest-posttest design, the study examined changes in STEM career identity and self-efficacy. Career narratives, in particular, were used to understand the development of STEM career identity with an aim to increase the number of youth developing STEM career identities and entering high school intending to pursue STEM careers. Using the Life Design perspective, students created comic strips by “reflecting” their existing talent, skills, and experiences, as well as the decisions they made and/or are making in relation to their career goals (Savickas et al., 2009). The findings revealed that students developed deeper reflections on their talents and skills relevant to STEM careers and the number of youths intending to pursue future STEM careers increased after the program participation. The study also showed improvements in self-efficacy, with network science lessons having a significant large effect and career lessons having a meaningful medium effect.