Multiple worldwide efforts, including research experiences and internships for students, have been developed to increase diversity in STEM. In order to understand the outcomes of these research experiences, instruments have become available, but surprisingly, Spanish instruments for these purposes are scarce. The evaluation of diverse scientific experiences and their influence on science identity is imperative. For this reason, we aimed to translate, and evaluate a Science Identity Survey for Puerto Rican high school students. A committee of experts evaluated the original survey of Science Identity and it was translated to Spanish using back-translation. Think-aloud results revealed that students' perception of their: (1) science competence is based on their grades, understanding, knowledge, and learning; (2) performance is based on design and completion of a scientific task; (3) recognition is based on the value that others give to science. The survey was analyzed to determine its dimensionality and reliability. A Cronbach's alpha of .857 was obtained, which suggests that the items have a good internal consistency. Exploratory factor analysis was performed and three factors; competence, performance and recognition were retained. This version of the survey was deemed to be an appropriate instrument to address student science identity.