This review summarizes the corpus of literature discussing the science identity of college students from various racial, ethnic, and cultural backgrounds. The purpose of this review is to understand what experiences afford or impede the development of college students’ science identity and what strategies are effective for strengthening their science identity. A qualitative synthesis of 56 empirical studies was carried out in this study. The review showed that several factors contribute to the development of college students’ science identities; they are (i) social and cultural factors, (ii) contextual factors, and (iii) personal factors. Effective strategies involved in programs and interventions were categorized into two types; they are (i) curriculum organization and enhancements and (ii) mentoring experiences. Practical implications and recommendations are provided for researchers and practitioners in the field of science education in the last section of this article.