Women are under-represented in science fields; this poses a significant challenge considering the emerging digital revolution. The intersectionality theory suggests that women whose social identities intersect across gender and class have distinct experiences; affecting their science aspirations. This research examined gender and class intersections, measuring science experiences and aspirations of working-class girls versus those who are not. A total of 421 female students (ages 15–18) from Irish secondary schools answered questions about their science experiences and views. The findings revealed that working-class girls displayed lower levels of confidence and interest in pursuing science; additionally, they felt that their ability in science was lower than other students. These findings provide highlight the impact of gender and class on science aspirations, showing the value of considering intersectionality when addressing unequal participation in science. Science interventions should consider the intersectional layers of disadvantage which can affect young women's science aspirations.