This study examined the relationship between specific factors believed to influence career decision self-efficacy and math/science related goal intentions (proxy for engineering related goal intentions) among African American high school students. Minority students generally tend to be underrepresented in such careers, as indicated by the National Academy of Engineering, in The Engineer of 2020: Visions of Engineering in the New Century. Data from a survey of 396 African American students' grades 9-12, from a low to middle income level, in a southeastern school were analyzed using stepwise multiple regression. Results show that among these African American students, math/science self-efficacy was the strongest factor in relation to career decision self-efficacy. In relation to math/science related goal intentions, math/science interest was the strongest shown factor. Results also show that gender was not significant in either dependent variable. Implications and recommendations relating to the variables are presented.