The selection of elective science courses during high school is believed to act as a filter to future participation in science. This study investigated the research hypothesis that science self-efficacy and gender may be related to ninth grade student intentions to take elective science courses during high school. In this study, the Test of Science Self-Efficacy was developed and administered to ninth grade students in eight Texas high schools. The instrument was designed to assess science self-efficacy for technical skills, tasks, problems and science-related coursework. Students (n=817) were asked to complete this test and a more general academic Student Self-Efficacy Scale. The data were analyzed using correlational procedures. Science self-efficacy was found to be only slightly related to general student self-efficacy, providing support for the proposed domain-specific nature of efficacy beliefs in scientific fields. A small, but statistically significant difference was found between males and females in science self-efficacy, with males scoring higher. Statistically significant gender differences in intentionality were also found, indicating that males intended to take more science classes than females. It is concluded that science self-efficacy may differ from general academic self-efficacy. Males have a slightly higher level of science self-efficacy and intend to take more science classes. (Contains 36 references.) (PR)