Growing a strong science, technology, engineering, and mathematics (STEM) workforce and providing workforce training for citizens in the United States is a national priority. Research has demonstrated that participation in educational opportunities while in carceral settings leads to substantial positive impacts, including reducing the likelihood to return to prison. Ninety-five percent of all people in carceral settings will eventually be released, so providing STEM educational opportunities related to workforce can improve success when they return to their communities. However, not much is known about citizen science in carceral settings and what might motivate individuals to participate in STEM. Previous work has investigated motivation for educational opportunities while incarcerated, examining pre-carceral factors and in-prison influences. Expanding the reach of citizen science will provide insight into the motivations of incarcerated adults to pursue STEM opportunities and how their science identity may be formed or changed through these experiences. This project will provide evidence-based understanding into why incarcerated individuals pursue citizen science and how their STEM identities may change as a result. As motivation and identity are critical factors to workforce and lifelong learning in STEM, this project will use a mixed-methods approach, aligned with Self-Determination Theory, Volunteer Functions Inventory, and science identity literature. This project