This paper discusses a study that compared enrollment patterns in advanced math and science courses of (n=720) junior and senior girls in public coed and parochial all-girls high schools in Louisiana. The study also examined survey responses regarding career goals and positive and negative career influences on girls. The same survey responses from (n=55) boys enrolled in advanced math and science courses at one of the coed public high schools were compared to the responses of both sets of girls. These survey responses indirectly indicated personality factors such as locus of control (instrumentality) and self-esteem. Findings include: (1) girls enrolled in advanced math and science courses seemed to have more positive self-esteem and an internal locus of control as well as strong parental support; and (2) a much larger percentage of girls at the all-girls schools were enrolled in chemistry, advanced biology, and advanced math classes, and a wider variety of advanced math and science courses was offered at the all-girls schools. Contains 21 references. (MKR)