Science career expectation is of great significance to the training of scientific and technological talents. Through the investigation of 4 211 primary and secondary school students in Sichuan and Chongqing area，this study found that: on the one hand，there are significant differences in gender，urban and rural areas，and educational stage of primary and secondary school students' science career expectations and the influencing factors. Science self-efficacy and parental factors have a greater impact on girls，parental factors have a greater impact on students in rural areas，and science participation has a greater impact on high school students. On the other hand，science identity，science self-efficacy，science participation，peer factors，and parental factors all have a significant impact on the science career expectations of primary and secondary school students，with science identity having the greatest impact. Based on research findings，this study suggests leveraging the positive effects of science self-efficacy and parental factors on girls’science career expectations，the positive impact of parental factors on the science career expectations of students in rural areas，the positive role of science participation on high school students’science career expectations，and centering on science identity to enhance its positive influence on the science career expectations of primary and secondary school students，thereby cultivating more top talents in science and technology.