Although both domestic U.S. and international statistics on population demographics within science, technology, engineering, and mathematics (STEM) fields indicate overall gains and more even representation among various groups, caution must be taken to interpret these gains as suggesting blanket improvement in underrepresentation issues. When data are dissected more closely, it becomes difficult to discern actual patterns, as the weight of evidence in recent decades is not necessarily consistent or easily interpretable. Many scholars have attempted to identify the salient variables influencing individuals' career choice, particularly into STEM fields. One such variable is stereotyping and its relationship to occupational choice. This article details the major findings from an innovative National Science Foundation project initially conceptualized to develop assessment tools to examine college students' images and attitudes toward science and scientists. The five-year project yielded three psychometrically sound instruments designed to examine levels of and relationships between individuals' images of scientists and self, career intentions in science, and perceptions of equality in science. These instruments are also designed to measure impacts of curricular or other interventions in science education. Moreover, they are currently being adapted, through a NASA-funded project, for other age groups and populations. (Contains 2 figures.)