Attracting and retaining more, and more diverse, students to STEM careers is a national priority for STEM education. Theories from industrial/organizational psychology suggest that people will be more drawn to careers that align with their personal interests and abilities. Therefore, understanding how students view the nature of science and themselves will be critical for understanding why students choose to leave or persist in science. Previous work from this research team has revealed that undergraduate STEM students hold varying views about the role of creativity in science and self-concepts about their creative abilities. We predict that alignment of these perceptions might influence students’ interest in science careers. Misalignment might dissuade students from pursuing science. For example, a student who identifies as a creative person but perceives no role of creativity in science may have lower interest in becoming a scientist. To begin to test these predictions, we are conducting a mixed-methods study to characterize students’ perceptions of creativity in science and their own creative abilities.