DescriptionThe purpose of this study is to examine the influence of Solid GEMS Chemistry pedagogical practices on Rutgers School of Environmental and Biological Sciences (SEBS) Educational Opportunity Fund (EOF) first year student success and persistence in the sciences. An additional objective of this study is to explore how student attitudes towards the sciences are shaped by their experiences in introductory science coursework and how those experiences impact subsequent enrollment in science courses. The student sample for this study includes 613 first-year students enrolled at Rutgers SEBS and School of Arts and Sciences (SAS) through the EOF program during the 2012 and 2013 academic years, as well as 2,928 graduates enrolled from 1997 - 2006. In addition, the study includes information from two faculty members who teach General Chemistry. This mixed methods study examines student course placements, grades, course registration, college GPA, SAT scores, and interview and classroom observation data. Using a mixed methods design, the researcher used Dedoose to identify Solid GEMS pedagogical practices, and SPSS software was used to examine the data. The results of this study suggest that student enrollment in Solid GEMS Chemistry does impact student success and attitudes towards the sciences. The findings reveal that initial mathematics course enrollment and mathematics SAT scores influence student success and persistence. Additionally, the data showed that EOF students had a greater likelihood of success, which is likely due to their increased likelihood of enrollment in Solid GEMS Chemistry.