The United Kingdom (UK) has a long tradition of producing high quality scientists, engineers and mathematicians who have contributed greatly to the economic stability of the nation. However, over recent years the recruitment of people with the necessary skills and abilities in these areas has reduced significantly. Even though the UK has a large and increasing number of students studying for science and engineering qualifications, there is a decrease in those studying specifically for mathematics, physics and chemistry. The growing numbers of students are opting for studies in Information and Communication Technology (ICT) and the biological and medical sciences. A strengthening demand for physical sciences and highly numerate graduates has resulted in a national skills shortage. Central to inspiring and enthusing pupils is high quality teaching within schools which operate to high standards. Although standards in UK schools have risen over the last decade and continue to do so a concerning factor is that fewer pupils are choosing to study mathematics and physical sciences at A-level Therefore, the immediate and critical challenge for the UK is to increase the numbers of quality graduates studying for physical sciences and engineering qualifications. The key to winning this challenge relies heavily upon inspiring and enthusing young people in science and engineering throughout their compulsory education. This paper reports on three main activities: the findings of a research study into pupils' perceptions of science and engineering, an initiative developed and managed by the Centre for Science Education, Sheffield Hallam University which utilises the talents and abilities of PhD students on short placements in school classrooms to inspire pupils the initial stages of an engineering project involving federations of schools in Yorkshire, UK These three activities have, and continue to, shape our thinking concerning science and technology provision in UK secondary school classrooms. The paper will focus on qualitative research findings emerging from focus group interviews with secondary school pupils (age 13/14) as well as results from a survey of 542 pupils across the UK. It will also detail how two initiatives, designed and managed by Sheffield Hallam University, have been developed to respond to emerging issues from the reported research. These two initiatives are engaging science and Design and Technology departments in UK secondary schools in case study work and expert placements in an attempt to encourage pupils to consider the physical sciences and engineering as serious career and further study options.