Reported is an exploratory investigation to identify predictors of the variance of measure of high school students' willingness to become involved in science and their perception of the scientist. The study was prompted by three factors: (1) declining high school physics enrollments; (2) research revealing high school students have negative attitudes toward science; and (3) the need for empirical information to provide guidance in selecting or designing curricula to foster positive attitudes toward science. An instrument was developed to measure Attitude toward Involvement with Science (AIS) and Perception of the Scientist (PS), plus over 40 potential predictor variables. Data were collected from a selected national sample of 373 American high school students. Science educators identified schools in their area representative of maximum ethnic, socioeconomic, and educational variability. A total of 12 students were selected at random from each of grades 10, 11, and 12 in each school. A correlation matrix, including all variables, was studied. Prediction models were developed by step-wise delection multiple regression. Among other conclusions, the investigator found no evidence of course reputations promoting positive attitudes toward science, but students who took science courses had higher AIS and PS scores. (Author/CP)