This paper attends to the ways in which girls' voices are deployed within news media to support current discourses regarding STEM education. Newspaper reports constitute an important field of cultural production in that they construct a particular reality that contributes to public understandings of girls' lived experiences in and with STEM. Using a recursive process of frame analysis and Critical Discourse Analysis, our examination of news reports revealed a description of girls' experiences that largely reflected official STEM policy discourses. Journalists employed girls' comments, voices, and experiences to reaffirm such narratives by cementing beliefs regarding the economic purposes of schooling in the United States. The analysis also revealed a complex reading of girls' direct experiences. On one hand, the reporters used girls' voices to support the overall official STEM policy narratives, particularly when reporting on exemplary STEM program and experiences and the need for STEM career development that maintains the economic ascendance of the United States. At the same time, some of the quotes employed revealed a far more nuanced response: girls could envision themselves with a future professional career in STEM, but also found the experiences to be personally in the present. The authors conclude with a discussion of the limitation of methodology and potential future areas of inquiry to further understand how students' might experience programs influenced by policies such as STEM and how such experiences are framed to form normative views of the impact such policies are making in educational issues at large.