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One of the most important variables influencing students' later work experiences is student career aspiration. In this article, the authors attempt to clarify the relationships among factors that influence career aspiration within a science education context in the United States of America (USA). Using Walberg's (1981) educational productivity theory as the guiding principle, factors of science education have been identified from a National Science Foundation project, the Longitudinal Study of American Youth. Career aspirations are represented by two indicators: expected jobs in the future and job demands on science literacy. The research indicated positive links between student career aspiration and several variables of science education, including educational outcomes, instructional quantity, and home environment. The implications of the results are discussed in order to promote the development of career aspiration among non-college-bound students.