This is a review of literature pertaining to UK secondary school students, their uptake of science at higher levels and their consideration of careers as scientists. As with all countries, the continued uptake of sufficient numbers of science at all levels is in the UK's interest. Unfortunately too many UK secondary students see science as uncreative, and difficult. They do not recognise its study as important for developing transferrable skills such as technical competence, numeracy, analytical and problem-solving. Many factors are highly influential in shaping students' attitudes towards science and possible science career choice. External factors include parental and family attitudes to science, the enthusiasm of teachers and teaching quality, availability of work experience and direct contact with those working in a particular industry. Internal reasons such as gender, perceived usefulness and relevance to future career aspirations, ease or difficulty and enjoyment play a role. Also considered in this review, is the impartiality in relation to careers advice received by students.