This study examines possible interaction effects of gender and region (urban vs. rural) on student beliefs about women in math and science, their attitudes towards math and science, and their confidence in the use of technology. A secondary purpose of this study is to examine possible differences in confidence of using technology between high school students who consider math-related or science-related careers and those who do not. The data collected from an anonymous survey of 450 secondary students were analyzed. The results showed interaction effects of gender and region on student beliefs and attitudes. First, the gender differences in students' beliefs about women in math and science changes significantly depending on the location of the school. Second, when region was considered, significant effects on students' choice of mathematics- and science-related careers were identified. Urban students, regardless of their gender, were more likely to consider careers related requiring knowledge of science or mathematics than rural students.