In Scotland, as elsewhere in Europe, the study of science and technology is perceived to be important partly to improve scientific literacy of it's citizens, and also to ensure the workforce has appropriate knowledge and skills for future economic development. However, perceived low levels of participation in science and technology in school and in higher education have been a problematic issue for education policy makers throughout Europe since the 1960s. This paper examines a number of background factors, including social class, gender and school context, that influence levels of participation and attainment in science and technology at school, and curricular pathways between school and higher education. The paper is based on quantitative analysis of the Scottish School Leavers' Surveys, between 1998 and 2000.