Background: Colleges and universities offer various forms of Writing Intensive (WIN) courses across the curriculum to better prepare learners for their future careers. The effectiveness of WIN courses in STEM fields is important to enhance the learners’ skills and representations of diversity in professions. Therefore, it is important to monitor the challenges and successes of such courses. This research paper is intended to enhance refining WIN programs in STEM fields, making more informed evidence-based decisions in creating and implementing such programs, and informing program development that can leverage the quality of STEM education. The paper will examine multiple experiences in STEM-WIN courses. The lead author closely monitored the STEM-WIN courses and taught the Math WIN courses for many years where most of the students were of Hispanic heritage. Also, student and faculty surveys were issued at the beginning and at the end of two academic semesters, and course completion or withdrawal rates were obtained from the Office of Registration Records. The theoretical framework for this study is grounded on the findings of 25 years of a systemic meta-analysis of professional literature on STEM summer bridge programs (Ashley, Cooper, Cale, and Brownell, 2017). Results: The work presented here informs STEM educators and program designers, as well as policymakers and educational researchers, about WIN program challenges in STEM fields. There are many different aspects that need improvement to meet the university's and students' expectations. The data collected have revealed the need to ensure instructional and curriculum coherence, including program structure and implementation. A theoretical approach presented serves to strengthen the role of Research-based Learning via Writing (RbLvW) in STEM education and many varying initiatives and practices are suggested for coherent implementation. These potential initiatives and practices, developed from the data collected and from the instructor’s experiences teaching these courses, are to ensure the coherence structure of the proposed STEM-WIN Focused Model that aims to help learners have all necessary skills needed within their discipline. Conclusion: Although this work is specific to one Texas University, the findings may apply at other universities implementing intensive writing courses in STEM fields. Many of the same challenges are faced by educators in similar programs across the curriculum. This paper emphasizes that ideal practices serve to encourage a diversity of approaches in writing intensive courses in STEM fields, while still expecting the teaching to follow basic principles such as incorporating revisions.