For more than three decades, women have outnumbered men in college enrollments, yet they are less likely to graduate and enter a career in science, technology, engineering, or mathematics (STEM). Even though women have made notable gains in social sciences, psychology, and biological and agricultural sciences, significant disparities still persist in certain science and engineering fields. Current research on undergraduate women continues to provide insight on what dissuades, attracts, and retains them in STEM programs; however, less is known about their postbaccalaureate goals. Social cognitive career theory emphasizes the interplay of three social cognitive variables through which individuals regulate their own career development: (1) self-efficacy; (2) outcome expectations; and (3) personal goals. In this article, the authors describe the results from a study that employed social cognitive career theory to examine how social cognitive and environmental factors contribute to women's goals of either pursuing a STEM career or attending graduate school.