The purpose of this phenomenological study was to identify and describe the essential components of the current science education experience as constructed by female high school physics and advanced chemistry students. The participants identified five major factors as salient components of the science education experience: (a) mathematics, (b) interest in science, (c) previous experiences, (d) instructional strategies, and (e) the teacher. Unfortunately, participants recalled very few school-related elementary experiences. As a result, out-of-school experiences emerged as crucial to interest development. Further, students related teacher attributes closely to course attributes. In addition, instructional strategy preference varied widely. Mathematics (i.e., the quantitative nature of science) was described as a key factor in the determination of future science participation. Apparently, in high school, as the quantitative nature of science emerges, students must adjust their personal perceptions of science. This adjustment may determine the likelihood, and type, of future science participation.