The aim of this longitudinal, mixed methods study was to gain an understanding of whether female academic high school students who intended to study science, technology, engineering, or mathematics (STEM) actually enrolled in such studies 2 years later, and how these women perceived this process retrospectively. The results revealed a high persistence of students' intentions to pursue a career in STEM areas. In comparison with students who entered the social sciences or humanities, STEM students demonstrated higher competencies in mathematics and placed more importance on pursuing investigative activities. Qualitative analysis revealed that learning experiences, parental support, and role models were decisive in terms of the female students' choice of studies. Since their childhood, these students have developed a sense of identity as scientists. The authors discuss the implications of their findings for teaching and learning in K-12 classrooms.