This report begins with a discussion of the present position of girls and women in science and technology, commenting on several kinds of problems to which interventions to encourage schoolgirls into science and technology may be addressed; these problems relate to enrollment, interest, and career intentions. The major portion of the report is divided into eight sections which correspond to the primary types of intervention which have been adopted in several European countries. The first section deals with broad-based interventions aimed at increasing equality of opportunity. Subsequent sections deal with interventions related to: curriculum choice options; girls' attitudes toward future careers, science interests, and the perceived difficulty of physics; strategies used to combat the sex-typing of craft subjects; work experience schemes, especially those organized from the school (in view of the powerful impact of career expectations on girls' subject choice) in the Netherlands, Sweden, and the United Kingdom; classroom behavior, including teacher attitudes toward girls in science and technology; interventions to improve post-school entry of girls into science and technology; and several others which do not fit into the previous categories. Based on these intervention strategies, kinds of measures which may be used to reduce the underachievement of girls in science and technology are offered and discussed. (JN)