Women are underrepresented in science, technology, engineering, and mathematics (STEM) careers, both in Canada and worldwide. Building on existing literature suggesting potential intersections between career development and romantic relationships, this study addressed the research question “How do emerging adult women in STEM education programs jointly pursue their career plans with their romantic partners?” The Action-Project Method (A-PM) was used to conduct interviews with six emerging adult couples from Western Canada, where there was a woman pursuing STEM-related university education. A consensus-based qualitative analysis strategy was applied both within and across cases, revealing that these couples were focused on projects (i.e., shared goals occurring over time) addressing: (a) the intersection of STEM career goals and other life goals commonly encountered during emerging adulthood and (b) career decision-making for the woman in STEM. Couples’ STEM-related conversations were characterized by high levels of self-disclosure, comfort with sharing their perspectives with each other and, for several couples, warm and collaborative conversational tones. Furthermore, partners provided a variety of supports for the women to persist in their STEM career paths. Additional emergent themes included: (a) experiencing various challenges with pursuing STEM career paths; (b) family of origin expectations in pursuing STEM; (c) the assumption that both members of the couple would be working in the long term; (d) attempting to achieve work-life balance; and (e) discussion of the purpose of work in a person’s life. These findings yielded several implications for counselling psychology practice.