Counterspaces are academic and social safe spaces that provide support and collegiality among historically underrepresented and minoritized students. However, much of the existing literature focuses on counterspaces at 4-year institutions and without a specific focus on supporting minoritized students in the science, technology, engineering, and mathematics (STEM) disciplines. Additionally, the experiences of Latinas in community college STEM programs and how they make sense of their experiences through the support of a STEM-specific counterspace are underexplored topics. Using an intersectional lens and asset-based approaches, this study examined how a STEM support program embedded in one community college in California fostered and amplified nine Latinas’ navigation strategies in STEM. An analysis of participant interviews resulted in three main ways the Latinas narrativized their experiences as minoritized individuals in STEM, as well as how the STEM-specific counterspace facilitated these narratives of resistance through multiple aspects of the program. This study points to the need to recognize, support, and expand the work of similar counterspaces embedded in community colleges so that they support Latinas and other minoritized individuals in STEM, through the recognition of these students’ agency and capacity to envision and enact empowered versions of themselves.