It has been well documented that inequities in science and mathematics achievement exist between males and females for a variety of reasons. Among the explanations for this are the notions that female students tend to perceive science/mathematics as a male dominated field of study, female students are less interested in science/mathematics, classroom atmospheres and instructional practices do not foster female learning in science/mathematics, and female students harbor stereotypical ideas about science/mathematics and scientists in general. This paper outlines the Sisters in Science Program that was conceived to address such issues. It reports on a study that measured the relative effectiveness of the program's efforts to increase the interest, achievement, attitude, and awareness of girls in science and mathematics. Results indicate that the program met its stated goal with respect to enhancing fourth grade female attitudes, interest, and awareness toward school science and mathematics and toward science and mathematics both as a part of a larger enterprise and as potential career pursuits. The project also met its stated goal with regard to increasing the students' mathematical skills; however, the project did not meet its stated goal of increasing the students' science skills. Contains 20 references. (Author/JRH)