Although minorities comprise twelve percent of the U. S. population, only two percent of all scientists and engineers are minorities. This low percentage raises questions, and perhaps provokes anger, as to whether minorities are encouraged or discouraged from the pursuit of science by their teachers and guidance counselors. Research has shown that female students who decide to pursue careers in science and mathematics were exposed to science and math courses in high school. In an effort to increase minority interest and participation in science many summer programs (e.g., Upward Bound and Bridge) exist to develop skills and provide motivation. The summer program “The Excitement of Meteorology!”, sponsored by the National Science Foundation, recently provided select high school students in central Mississippi a chance to study and explore science and science careers. During the second summer of the program seven participants (minority females) were selected for detailed interviews. Six of these students were upcoming seniors and one an upcoming sophomore. A list of interview questions, based on eleven topics, were developed and asked of these students during the final week of the summer program. The students indicated that they had benefited “overall” from the program and had very high aspirations to further their education. All strongly agreed that the choice to continue their education was their own (save any financial difficulties) and expected to be successful scientists. These and other responses are considered with regard to the larger minority population, known barriers to minority success, and the nature of the summer program