Many children in the nation's schools will have no knowledge of adults who work or have worked in STEM (science, technology, engineering and maths) careers, which therefore contributes to them having very little science capital. Differences in science capital can have a significant impact on children's aspirations as regards STEM careers, as well as influencing their subject choices. Juliet Edmonds, Fay Lewis, and Laura Fogg-Rogers explore how meeting with engineers and scientists and other initiatives can help to increase science capital.