Why and under what conditions might students value their science learning? To find out, the authors observed approximately 400 science classes. They found that although several teachers were amazingly adept at regularly promoting the value of science, many others missed out on important opportunities to promote the value of science. The authors discuss four ways that students can come to value science--and how teachers can promote these access points. Teachers can promote intrinsic value by sparking student interest in a topic. They can foster utility value by showing students how the content can help them meet short- or long-term goals. They can focus on attainment value--that is, how science content fits in with a student's sense of self--by exposing students to role models with whom they can identify and by taking steps to combat the damaging effects of stereotypes. And they can take into account the cost value--students so often ask themselves, Is the work worth the effort?--by consistently highlighting the value of science in terms of students' interests, future goals, self-perceptions, and daily life.