There is a long-understood disconnect between the knowledge-based high school STEM classroom and the mastery-based nature of postsecondary STEM. In the latter, continual reversion to fundamental concepts while stressing laboratory experiences and the interdisciplinary nature of STEM allows for thematic continuity between courses. Unfortunately, interconnectivity of disciplines is easily overlooked by students in the knowledge-based learning environment which often leaves them under-inspired and therefore disinterested to pursue these disciplines at the post-secondary level. Open questions therefore remain on how to appeal to students’ natural curiosity, and to embrace the “soft skills” essential in achieving a successful STEM career: open-mindedness, teamwork, and grit. Importantly, demonstration of these skills as a prerequisite to scientific achievement would better engage students from diverse backgrounds who frequently garner inherent problem-solving techniques through lived experience, but struggle to maintain representation at the post-secondary level.