The third of the eight Millennium Development Goals is to promote gender equality and empower women. This article discusses the factors that are associated with 31 female higher education students' choices and aspirations to pursue education and careers in mathematics and science-related fields. The analysis is based on semistructured interviews. Patriarchal values in society impacted females' own perceptions of their abilities and aspirations. Although extrinsic social gain motivation underpinned females' choices, they had little awareness of the economic benefits of mathematics and science qualifications. Teaching styles were associated with females leaving the mathematics and science pipeline.