This study used Super's theory of vocational development and choice as the basis for looking at implementation of the self concept in an occupation. Focus groups were used with 123 women enrolled in science and science-related programs in Alberta colleges, technical institutes, and universities. Proceedings of each group were type recorded, transcribed, and subjected to content analysis. Questions asked during the focus group concerned the factors that influenced women's career decisions and those that either aided or hindered their progress within post-secondary education settings. They were asked whether the availability of funds influenced their decisions and whether the limited number of female role models affected their choices. The women identified factors that either enhanced or inhibited their prospect of successfully completing post-secondary education in science, engineering, and technology related fields. They spoke highly of opportunities to participate in internships, co-op programs, and practicum assignments that helped them understand the relevance of what they were learning towards career building. Difficulty understanding the transition from high school to post-secondary education and science careers; financial concerns; gender inequity; and program demands were some of the concerns inhibiting women's prospects of completing a science degree. (Author/JDM)