Fewer than 1% of all practicing scientists are Hispanics. In engineering, Hispanics represent only 3.2% of all full-time students, 1.2% of all masters students, and .7% of all doctoral students. Hispanic underrepresentation in engineering and science results from several factors. These include, at the high school level, recruitment and career exposure programs that do not consider minority cultures; counselors who unconsciously reinforce established Anglo and Hispanic career patterns; science curricula that inadequately prepare students for college science and engineering programs or that are too abstract; and teachers who are underutilized as resources and role models. An intervention model, such as that developed by Scott, can help provide the early corrective action necessary to promote Hispanic representation in technical fields. Also, secondary schools should reorganize science curricula around everyday science, provide bilingual science and math instruction, and improve counseling. Colleges should support special minority programs in fields such as engineering, sciences, and math, and should actively recruit Hispanics for their programs. Graduate and professional institutions should provide adequate financial aid, develop post-baccalaureate programs for Hispanics, and include a multicultural focus in their technical programs. National-level emphasis on needs, programs and funding for Hispanic involvement in math and science is recommended. (SB)