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The present study illustrates how select data can be organized to guide researchers to HSIs proficient at graduating Hispanics with STEM bachelor’s degrees to investigate best practices that less proficient HSIs can adopt for program improvement. The Integrated Postsecondary Education Data System (IPEDS) from the National Center for Education Statistics (NCES) was the data source. The primary analytic consisted of the scatterplot, supplemented by Pearson correlation r and regression analysis. While the findings failed to support the Hispanic undergraduate Pell rate as an explanatory variable for Hispanic STEM degree production capacity as the response variable, in a new light, the findings were an ideal model for initiating best practices research. Guidelines on initiating a “thousand word” discourse on best practices among HSI stakeholders, common defining moments one should anticipate at site visits, as well as the limitations and assumptions of the approach are presented. Based on the data, if low performing HSIs met the minimum benchmark level identified, the model predicted an increase of 17,392 or 50.7% additional Hispanics with STEM degrees for the US academic, technical, and professional workforce.