Purpose <p>This study sought to develop an undergraduate research training program for early-stage students with interest in biomedical engineering. The ultimate goal was to foster a sense of self-identity within the participants as STEM professionals, develop their professional and technical skills, and provide training in biomedical engineering research to under-resourced student populations that would not otherwise be exposed to biomedical engineering research until late in their careers.</p> Methods <p>The training program was intentionally designed to leverage and synergistically combine the following pedagogical frameworks: Cognitive Theory Apprenticeship, Asset-based Mentoring, and Community of Practice. The program was designed as a two-year program starting in the pre-first-year summer with a bridge program, research rotations in laboratories throughout the first year, a cohort-led research project in the second year, and a four-course sequence emphasizing the biomedical research process, development as scholars, and networking.</p> Results <p>All members of Cohort 1 successfully completed the program, with 2 out of 3 participants transitioning into the university’s Honor’s Program. All members of Cohort 2 successfully completed half of the program prior to early programmatic termination by the funding agency due to changes in federal initiatives. Further, all participants self-reported an increase in self-identity as a STEM professional, with a majority of participants reporting continued interest in research, the biomedical field, and STEM.</p> Conclusions <p>This program provided participants from under-resourced backgrounds with the resources and opportunities to succeed, and these students exemplified the potential of participants in similar programs, evidenced by the outstanding research performance achieved by the students.</p>