The more mathematics and science subjects are included in the curriculum in upper secondary education, the higher the number of accessible follow-up studies provided. The meritocratic caliber of secondary education is threatened when groups of students distinguished according to sex, social, and ethnic background but with otherwise equal capacities and achievement differ with regard to their math and science subject choice. This theme is examined with the aid of a cohort of over 2,200 students in the higher levels of Dutch secondary education by using multilevel analyses and multicategorical response models. The results show some groups definitely have a lower chance of choosing math and science subjects than others. (Contains 6 tables.)