As the National Academy of Sciences (2011) indicated, certain key ingredients are relevant for students who want to pursue STEM careers. These ingredients include a robust confidence in math and science capability, the ability to see one’s abilities in STEM as able to improve over time, and the ability to develop a passion or sustained interest in becoming a scientist or engineer Within the educational psychology literature, these key ingredients translate into three constructs, each of which has received substantial attention in the field of motivation: self-efficacy, implicit theories of ability, and value beliefs. We discuss each in turn.