Kazakhstan prioritizes economic growth and competitiveness through education reforms emphasizing STEM fields. Despite efforts to attract students to STEM, women remain underrepresented. Drawing on human capital and self-determination theory and in-depth interviews with female students majoring in STEM fields, this study examines the motivations of female students in Kazakhstan to pursue STEM education and how these motivations change over time. Implications highlight the need to create inclusive and supportive environments that foster female students' engagement in STEM by addressing societal norms, enhancing institutional practices, and empowering families to support their aspirations and autonomy.