A plethora of reports has deplored the lack of interest in science, especially chemistry, mathematics and physics, among students in Australia (e.g., Breakspere, 2003;) and internationally (e.g., Glenn, 2000, Power, 1999). Both case studies and longitudinal quantitative studies show students' abilities and high school educational experiences predict enrolment in mathematics and science (M&S) internationally (Lyons, 2003; Webb, Lubinski, & Benbow, 2002). However, little research that acknowledges broader influences has been conducted on the experience of high achieving high school students and their dispositions towards M&S. Dai, Moon, and Feldhusen (1998) argue that socio-cultural and personal factors reciprocally interact with each other to foster achievement, and hence, should influence career decision-making. The broader school and life experiences of high achieving students who entered university in 2004 was explored to establish the evolution of their interests in scientifically related careers versus non-scientific careers. Invitations were extended to approximately 100 top (above 99 percentile) performing students in the sciences and a further 100 top performing students in the humanities. Students were surveyed on their school experiences, performance, academic interests, and career choice and invited to participate in an interview during the year. The quantitative survey data provided demographic background. For example, only 33% of the high performing students attended Government Schools with the remaining spread across Private Schools (23%), Catholic Schools (30%), Anglican (6%) and other Christian schools (8%). Most students chose to attend the major Sandstone Institution (46%), with the remaining students studying at a Technology University (22%), a suburban University (13%) and a range of regional institutions (10%). Only 3% attended the sole Australian private university and a further 7% attended institutions interstate or overseas. Patterns of enrolment bear out concerns about low interest in the sciences. Sixteen students were selected to participate in open-ended conversational interviews that probed personal factors including general family support for academic achievement, personal/peer issues and coping strategies and processes that related to self-efficacy, attribution, and goals and dispositions. The following themes emerged in the qualitative data. (1) Although most of these students enjoyed school, teachers who displayed credibility, enthusiasm, and flexibility in their teaching styles particularly stimulated their interests. (2) Most students exhibited areas of passion, often outside mainstream schooling, which compensated for low levels of challenge and interest in school, for example sport or gymnastics. However, non-academic passion areas were rarely dominant over academic achievement. (3) Although learning came relatively easily for these students, they nevertheless were highly committed to study and were strategic in their approach to learning both at school and university. They often adopting surface approaches to achieve high grades but in areas of particular interest pursued understanding at a deeper level. (4) Few students with a background in science had a very clear idea of what they wanted to achieve in life. In contrast, those from the humanities were more focused on goals that reflected personal values. That is, a commitment to creativity or helping others in the social sciences. (5) Irrespective of students' interests and background they reported little parental pressure, although most did pursue courses related to parental careers. This research extends our understanding of how the interaction of personal and family factors with curriculum experiences influences career orientations of high achieving students. It should impact on teacher development at primary, secondary, and tertiary level.