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The participation rate of females in science and technology based programs is persistently low in Kenya despite the removal of government policy that once excluded them from these programs. This situation limits their choice of career preparation programs to those without science and technology requirements and contributes to the under-representation of women in the formal labour force. This article reports on qualitative research into factors that influenced the choices of career programs for students studying in two technical colleges in Kenya. Initial interviews with students focused on the influence of their high school experiences in terms of the facilities available for teaching science and technology subjects, academic performance, and the availability and effectiveness of career guidance. Parental and peer pressures, gender norms and perceptions about the employment prospects associated with a program of study were other factors investigated. The authors conclude that a more focused effort by government and non-governmental agencies is needed to address gender inequities in technical education programs. It is noted that career counsellors are not well prepared to provide the guidance required to reverse persistent gender norms. Some suggestions are provided for removing real and perceived barriers to female access to science and technology based programs. Show less