The goal of this collaborative Advancing Informal STEM Learning (AISL) Research in Service to Practice grant is to develop strategies that effectively engage adolescents with ASD and/or ADHD in informal STEM learning opportunities that promote the self-efficacy and interest in STEM careers that will empower them to seek out career opportunities in STEM fields. The research aims are to: 1) Identify evidence-based strategies to engage youth with ASD and/or ADHD in informal STEM learning opportunities that are well matched to their attentional profiles: Hypothesis 1: Pedagogical strategies vary in how engaging they are for people with diverse attentional profiles; people with more focused attention prefer unimodal instruction and people with less focused attention prefer multimodal instruction; 2) Determine if engaging youth with ASD and/or ADHD in informal STEM learning opportunities increases their STEM self-efficacy: Hypothesis 2: Engagement with informal STEM learning opportunities promotes increased STEM self-efficacy; 3) Determine if engagement with STEM internship activities is associated with increased interest in STEM careers and career decision-making self-efficacy: Hypothesis 3: Engagement with STEM internship activities promotes interest in STEM careers and career decision-making self-efficacy. This proposal was funded by the NSF in late 2020. We have spent the time between then and now (June 2021) refining our assessments and curriculum in collaboration with a participatory team of neurodivergent high school, college, and graduate students. We will begin data collection in early July of 2021.