There has been much research attention on ability level, motivation, and self-efficacy of students at schools of science, technology, engineering and mathematics (STEM). However, there is scant research on vocational choice, career development and aspirations of these students. The current study addresses this gap in the literature by asking students, via an open-response format, regarding their anticipated occupational preferences, unique employment skills, and continuing educational plans. The sample was comprised of 40 undergraduate mathematics majors (females = 21, males = 19) enrolled in a STEM specialty school at a medium-sized university in the South. Results showed that about half (N = 22) intend to find employment and attend graduate school concurrently. Entry-level job preferences ranked as follows: High school mathematics teacher, college-level teaching, government, engineering, and finance. Also, 25% of the sample expected to acquire a teaching certification. The findings were discussed within the framework of gender underrepresentation, career interest, and self-efficacy dynamics. Directions for future research were noted. (Contains 2 tables.)