Biodiversity loss and rising global challenges are directly linked to the current climate crisis. Peoples' behaviors and lives are being negatively impacted daily, ushering in a new wave of physiological and emotional distress referred to as eco-anxiety, which is being experienced by young people. Urgent concerns for the need for environmental conservation, sustainability, and innovative solutions are being demanded. However, there is not enough evidence linking students' inclination to choose natural science as a college major or professional path in order to mitigate ecoanxiety. Thus, the purpose of this quasi-experimental quantitative study was to use logistic regression analyses to investigate the interactions between the current climate crisis and its effect on students' decisions to pursue or not to pursue natural sciences at the college level. Randomly selected from the local school district, 374 participants completed a modified electronic instrument. This survey instrument had 44 questions that gathered data on the participant's level of climate change anxiety, academic self-efficacy, and demographic data. All the participants were either 11th- and 12th-grade Gen Z students who attended high school in the southern region of Florida, United States. Descriptive statistics, along with hypothesis testing, showed that the variables of race and environmental concerns were statistically significant. The study indicated that the logistic regression model is statistically reliable, thus increasing the likelihood of the model to predict the observed data. Findings revealed that Gen Z students are experiencing eco-anxiety and understand that climate change will determine the quality of their future world. Gen Z are willing to do more academically and professionally to save their planet. Other key findings indicated that despite more Black and Hispanic girls choosing science, gender and race disparities are still evident. In addition, the decision-making process for selecting a college and a potential college major is complex even for high performing students. The research implied the growing need for environment sustainability education, secondary level climate-related courses, climate responsive teaching, innovative environmental solutions, and climate-related entrepreneurship that will mitigate environmental issues. While this study adds to the limited body of knowledge, it suggests that future research focus on exposure to climate-related issues mentorship and tangible resources to pursue natural science as both a career and a way of life. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]