Women have made great strides in the 20th century in gaining access to education and careers. Since the 1980s, the number of women getting bachelor’s degrees has matched and even surpassed that of men. But the story is different in STEM–women have persistently obtained less than 25% of degrees in engineering, physics, and computer science. This paper looks at what factors influence female students taking advanced math and science courses at a Bay Area high school to decide to pursue STEM majors and careers. High school is an important area of focus because studies have shown that students’ intended majors upon entering college play a large role in deciding what they will major in–thus, if girls in high school aren’t interested in pursuing STEM, then they probably won’t do it in college. To obtain both qualitative and quantitative data, a Google survey will be sent to students in advanced STEM classes at Paly that will ask them about their interest in majors and careers, about their self-confidence in math, and whether any of their parents or guardians have a STEM background. Publicly available data from the California Department of Education will also be examined. This data shows CAASPP test scores, and course enrollment by gender, to see whether female student math achievement and advanced STEM course enrollment is higher at Palo Alto High School compared with the rest of the state.