This research examines the relationship between career related self-concept and dimensions of informal learning of science. The overlapping dimensions of career interest development and informal learning suggest that self-directed informal learning of science can advance individual self-concept for "possible scientific self." Possible selves and future scientific selves theories are presented as a perspective for understanding career related aspirations, goals, and fear. In this preliminary research the author seeks to examine the possible role that informal science learning may play in students' sense of scientific self by examining connections between wanting to work in science and dimensions of informal learning and career interest development. Findings from a pilot study of future science selves among n = 63 students in grade 8 are discussed. Additional research is planned among students groups who visit a laser interferometer gravitational wave observatory (LIGO) with hand-on science exploratorium in the Southwest region of the United States. [For the complete proceedings, see ED557311.]