This first chapter examines the “STEM divide” facing marginalized multilingual learners in American education. It shows how systematic exclusion from STEM education undermines both individual opportunity and democratic participation. By looking at historical patterns of educational marginalization, the chapter reveals persistent disparities in STEM access. These disparities begin in elementary school and compound over time. The chapter argues that STEM access requires more than physical presence in classrooms. It calls for high-quality instruction that centers on students’ linguistic and cultural assets, exposure to diverse role models, and opportunities for authentic scientific inquiry. The systematic exclusion of multilingual learners deprives society of the diverse perspectives needed to address complex technology-related challenges. It also threatens democratic governance in an increasingly technology-driven world.