National and global leaders are leading the call for more educational programs aimed at engaging PK-12 students in science, technology, engineering, and mathematics (STEM) disciplines to increase the quantity and quality of scientists in the STEM workforce. In response, learning interventions are being designed to broaden students' perceptions of, and interest in, science and science careers. Scientist role models have proven to positively impact students' science career perceptions and science interests. Yet, research has shown students often hold stereotypical images of scientists and science careers (Brotman & Moore, 2008; Chambers, 1983; Finson, 2002; Koren & Bar, 2009).

Informal science education (ISE) programs, such as field trips to locations outside the classroom, are a means for connecting students with real-world science and scientists. However, this comes at a time when schools are cutting field trip budgets and resources. This study investigated the use of electronic field trips (EFTs) as an ISE learning program for promoting interaction between students and scientists. Six students (three males and three females) were interviewed pre- and post-EFT participation. Students discussed their perceptions of science, scientists, science careers, and experiences participating in an EFT. Results indicated students enjoyed viewing scientist role models through an EFT and that such a program has the potential to positively impact students' science interests and perceptions of scientists.