As funding agencies increasingly seek to broaden their impact in science, technology, engineering, mathematics, and medicine (STEMM), many grant calls require plans for institutional change with funded interventions that continue beyond the grant-period. Despite these changing requirements, little is known about the types of interventions likely to continue and why interventions are able to become institutionalized. Employing a multiple case study design, this study examined program efforts at 11 postsecondary institutions across 10 sites that were recipients of a federally-funded grant aimed at enhancing diversity in biomedical research. Drawing on a framework of implementation science adapted from public health initiatives, we discuss the institutionalized program aspects and how elements of receptive contexts facilitated lasting change. The study found that a variety of interventions at the student and faculty levels, including undergraduate research training, faculty mentoring training, curricular changes, and more were sustained.. Further, the study found that there were four contextual elements that largely facilitated implementation at an institutional level: institutional financial status; organizational infra/structure and partnerships; central administration and STEMM faculty commitment; and alignment with institutional priorities. Through understanding initiatives sustained beyond the grant and in specific contexts, this study provides lessons for future grant-funded teams and senior administrators engaged in STEMM equity and inclusion efforts.