Through this non-experimental descriptive correlational study, 31 high school classrooms were observed, and instances of non-content teacher talk were identified and correlated with female student science identity survey responses to determine the presence or absence of a relationship between the two constructs. A correlational research design was used employing both naturalistic observation and survey methods. Non-content teacher talk data were collected via teacher voice recordings during class sessions and science identity data were collected via a student science identity survey. Descriptive analyses were used to illuminate the character of non-content teacher talk and female science identity when compared to various factors such as teacher demographics, class setting and learning environment. The dominant categories of non-content teacher talk were correlated with student science identity frequencies and were found to be statistically significant; findings were limited based on lack of significance in the post hoc test. The results of this correlational study contribute to the body of research of viable interventions used to address the gender gap in STEM. This study will inform science educators, administrators, and stakeholders of the value of positive non-content teacher talk as a viable intervention to improve the development of female student science identity and thus assist in closure of the remaining gender gap present in STEM. This study serves as a pilot project for further research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]