Abstract Research shows that English learners (ELs) are not pursuing STEM majors after high school at the same rate as their White peers. In this study, an exploratory design approach was utilized to determine the sources of messaging for ELs about STEM that impact their STEM self-efficacy and STEM career self-efficacy. The participant students attend a suburban public school and represent grades seven through twelve. Data was collected using a semistructured interview protocol. The research question for this study was: “From what sources are adolescent English learners obtaining information that influence their development of STEM career self-efficacy?” The findings indicate that participant English learners (ELs) are receiving information about STEM and STEM careers from media outlets such as YouTube, TikTok, and television programming, while there is an absence of messaging from school. The findings of this study have implications for STEM education in schools and represented of ELs in STEM careers. Messaging around STEM and STEM careers to ELs in schools may encourage them to pursue STEM careers. Citation Zigmont, B. & Wolfe, Z. (2022). Sources of STEM and STEM career messaging for adolescent English learners. Science Educator, 28(2), 107-117.