Framed by future-selves motivational theory, the present study explored intersections of STEM (science, technology, engineering, mathematics) students' evaluations of everyday and disciplinary quantitative literacy (QL) and how students imagined their STEM-related, future career selves. A quantitative design using data setappropriate Spearman's rho tests of association was used. Results of Spearman's rho tests of survey responses of one hundred and thirty-four (N = 134) STEM majors showed that students' evaluations of everyday QL correlated positively with evaluations of disciplinary QL (p < 0.001) and that evaluations of both everyday and disciplinary QL correlated positively with how strongly they imagined using and writing about numbers in future STEM-related careers (p = 0.001). This study establishes patterns to understand and direct future research and guide first-year composition and WAC/WID practice with QL components.