This study examined the value of using measures of academic "tilt" and vocational interest "tilt" to predict whether students will declare a STEM major during their first term in college. Academic tilt looks at students' relative academic strengths by appropriately comparing their math and science achievement levels to their English, reading, and social studies achievement levels. Vocational interest tilt measures are based on students' People/Things and Data/Ideas work-task dimension scores that underlie the ACT World-of-Work map. Results suggested that having a relative strength in math and science achievement and having a tilt toward things and ideas on the People/Things and Data/Ideas dimensions are positively related to STEM major choice, after statistically controlling for mathematics and science academic achievement levels, high school coursework taken and grades earned, major intentions, certainty of major intentions, and gender.