Diversifying the STEM workforce is a national concern. To address this concern, researchers, policymakers, and educators are working to increase STEM career interest and achievement in a more diverse population of learners. Black girls and young women represent a unique population of STEM learners that remain relatively untapped and largely under researched in current STEM education scholarship. Therefore, this study focuses on the relationship between the science dispositions of Black girls and advanced science course enrollment. The present study utilized a sample of Black female students (N = 1,810) that participated in the High School Longitudinal Study of 2009/2012 (HSLS:09/12). To examine whether science dispositions are predictive of general enrollment in advanced science courses a canonical correlation analysis (CCA) was performed. The observed relationship between science dispositions and participation in advanced science of r = 0.389 and explains 15.13% of the variance. The majority of the predictive information for the science disposition construct was observed in science identity. Therefore, the development of science identity in Black girls should be the focus of educators and parents seeking to increase Black girls' participation in advanced science courses. Implications are provided for parents and educational stakeholders of Black girls.