This exploratory study examines how participants in an international online STEM project and broader learning experiences conceptualize their own STEM identity formation. The ABLE project engaged students from three countries in STEM-focused online programs, fostering skills and engagement through collaborative learning. Using Self-Determination Theory and Cognitive Evaluation Theory as conceptual frameworks, this research applies Epistemic Network Analysis (ENA) to post-activity student interviews to identify patterns of connections among constructs including autonomy, competence, relatedness, motivation, and self-efficacy. The analysis highlights how participants navigate diverse pathways in STEM identity formation, shaped by individual and social influences. Findings shed light on mechanisms through which international STEM collaborations and general learning environments may be able to create meaningful opportunities for skill development, engagement, and STEM identity formation for students from diverse backgrounds.