This study compared attitudinal data on students who had dropped college preparatory science (academic terminal) in high school (N=55) with those who continued to enroll (academic continuing) in college preparatory science courses (N=108). Eight attitudes that have been hypothesized to be related to learning cognitive performance and enrollment in science were assessed. These were: science usefulness; confidence in learning science; science as a male domain; effectance motivation in science; success in science; teacher support; parental support; and peer support. The relationships between these attitudes (dependent variables) and sex (male, female), three grade levels (tenth, eleventh, twelfth), and science program (academic terminal, academic continuing) were examined. Among the results reported were those indicating that: (1) although there were no widespread differences in attitudes between males and females, females anticipated more positive consequences as a result of successful achievement in science; (2) academic continuing students saw more usefulness in the study of science, had more confidence in studying science, and liked science more; (3) perceived peer support toward the study of science was low regardless of the grade. The overwhelming significant differences favoring academic continuing students, regardless of sex, indicate the importance of attitudes in possibly reducing the attrition rate in science. (Author/JN)