A qualitative case study was conducted by examining the perceptions of high school-aged females based on self-efficacy and math identity and how those experiences motivate the pursuit of STEM (science, technology, engineering, and mathematics) career choices. As the world lacks efficient female representation in STEM-related careers, and careers of the future continue to be STEM-related, the study examined data collected through structured one-to-one interviews and a focus group. This study utilizes structured interviews and one focus group session with a sample of fifteen participants. Participants volunteered to participate in the study and were all eighteen years of age. The two research questions addressed in this study were (1) From the perspective of the female high school student, what are the challenges of math self-efficacy, and (2) From the perspective of the female high school student, how can math self-efficacy and math identity be improved? Data was collected from high school-aged females to determine their perceptions about math and pursue STEM-related careers. Participants were selected from a rural school in South Carolina. Data will be collected and analyzed using computer-based software programming (CAQDAS). The qualitative case study captures the first-hand accounts of participants. First, structured interviews were completed individually with each participant. Next, the focus group was completed, both of which were audio recorded. Participant responses were gathered and inputted into the computer software program NVivo. Repetitive or similar responses were simulated, and results were analyzed. The results are related to positive math identity and self-efficacy. Four themes were developed from the female high school student perspective, which included the following: (1) math classes, (2) STEM beliefs, (3) Math abilities of males, and (4) expectations and confidence. Limitation of this study includes future research on the topic of self-efficacy and math identity motivation on high school females to pursue STEM careers, the data collection, and lack of research on self-efficacy and math identity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]