This article examines young women's access to two traditionally male domains, sport and science, from two perspectives. The structural approach suggests that sport and science are stratified by gender and have historically been chilly climates for women. The Critical approach argues that structure and agency are important in understanding sources of inequality, including gender. Data from the nationally representative High School and Beyond (HSB) and National Educational Longitudinal Study (NELS) were used to explore the relationship between involvement in sports and success in science for high school aged women. Findings suggest that sports participation provides a unique resource for young women especially with regard to science attitudes and access (course-taking). Young girls who are given an early opportunity to participate in sports may be more prepared for the male culture in science classrooms. Implications of the findings for parents, educators, coaches, and policy makers are also discussed.