This paper examines literature on the development of self-knowledge for possible selves--how an individual thinks about oneself and one's potential future selves (Markus & Nurius, 1986). Future science selves research, a recent offshoot of possible selves theories, centers on the development and loss of future possible scientific selves and factors such as academics, apprenticeships, or serious science gaming that may influence the science self and science career interest. Science career persistence is thought to be related to scientific exposure, reflection in real-world contexts, mentoring programs, and intensive math and science academic programs. While serious science gaming may prove to encourage science selves by providing positive virtual science-related experiences, there is limited research on best learning contexts or long-range effects of academic science gaming on adolescents. [For the complete proceedings, see ED557311.]