The purpose of this study was to identify some of the characteristics of Negro college students who majored in science in comparison to those who were non-majors. The science majors were sub-divided into pure science and applied science groups for some analyses. Twelve variables were investigated: (1) ACT composite scores, (2) ACT science scores, (3) grade point averages, (4) high school science activity, (5) attitude toward science, (6) percentage of white students in high school, (7) high school influence, (8) family influence, (9) college influence, (10) socioeconomic status, (11) number of siblings, and (12) ordinal position among siblings. The instrument used was a questionnaire of free choice items. The population consisted of all students in predominantly Negro land-grant colleges and universities. Analyses of variance, Pearson Product Moment Correlations, a t-test, and percentages were ascertained. Findings and conclusions indicated that pure science majors, applied science majors, and non-science major were found to differ significantly on each of the measures of academic ability and achievement. Applied science majors were similar to non-science majors. Family influence showed significant differences between all three groups. Science majors with 3.00 and above were found to have a more favorable attitude toward science. All the subjects tended to be the youngest among six children. (Author/EB)