The goal of this project was to significantly affect algebra achievement, attitudes toward mathematics and science, course selection, and career aspirations of a minimum of 48 ninth-grade female students. These students were identified by high school teachers as being one or more of the following: a hard-working student unable to grasp material in a typical large size class setting; a student who successfully completed the year's previous mathematics course but who is unable and/or unmotivated to grasp algebraic material; or a student who is a high achiever in other areas but has a mental block or anxiety reaction to studying mathematics. The project consisted of three five-part workshops, each enrolling an average of 17 students (51 students were selected for the program). Each workshop included lecture, problem-solving sessions, hands-on computer experience, discussions on improving study skills, and a panel presentation on career opportunities in high technology fields given by women from such companies as Bell Laboratories. Results show that students who enrolled in the program improved in algebraic skills, problem-solving, and in performance in computer activities. In addition, a substantial improvement in their attitudes was noted and reactions to the career panels was very positive. (JN)