The purpose of the following study is to examine why students chose advanced mathematics and science courses and their experience attending these courses. Additionally we explored if there were any differences between females and males regarding answer patterns. This study presents the results from the primary questionnaire submitted to students who chose advanced math/science courses in the year 2000. The main result is that there are significant differences between schools but few significant differences between boys and girls. The results also show that interest in math and science alone was not the primary factor in choosing advanced courses. Decisions were rather based on perceived plans for the future, these included: future education plans, the belief that students would increase their chances of being admitted into their first-choice high school program if they attended an advanced math and/or science class, and that their choice of an advanced math and/or science class would increase their chances of receiving high grades. The students' satisfaction with their classes were significantly connected to the following factors: teacher's ability and competency, students' enjoyment and positive attitudes towards school and mathematics and science classes, teacher's use of different methodology in the presentation of the material, students' satisfaction with teaching methodology in mathematics, provision of necessary information, students' ability to influence teaching in math and science classes and satisfaction with their learning environment. Significantly more boys based their choices on perceived future plans. Girls who chose math and science classes based on interest and future plans were more satisfied than girls who did not. The results show few significant connections between how well a student succeeds in their studies and their satisfaction of study environment. Attending the experimental educational program in mathematics and science seems to have a positive effect on teacher marks, especially for girls, independent of the particular school.