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Not AvailableThe Roads Taken Project utilized fuzzy set qualitative comparative analysis (fsQCA) to examine necessary and sufficient conditions for achieving STEM involvement of alumnae(i) of six intensive STEM-based youth programs 15 to 25 years after participation. Outcomes included overall STEM involvement (including STEM academics and careers, personal STEM involvement, community STEM involvement, and long-term STEM identity), and post- program and program contribution to social-emotional learning and development. We identified conditions contributing to pathways to these outcomes. Results revealed that, although differing for the varied participant groups, social-emotional learning and development played a role in all the pathways but was particularly prominent in pathways to community STEM involvement. High program dose accompanied by a sense of competence, relatedness, and autonomy in programs with highly varied strategies led to social-emotional learning and varied by participant groups. Along with presenting findings, this study highlights fsQCA as a method for revealing the complex relationship of social-emotional development to STEM outcomes and the multiple pathways for achieving them.