The ‘Drawing A Scientist Test’ (DAST) has been used by educators for decades for its ability to act as a ‘window’ into children’s perceptions of scientists and the work that they do. Although the method is not without its critics, researchers have tentatively extrapolated the analysis of features in such drawings to infer students’ science aspirations. This study takes place in the United Arab Emirates (UAE), where the national economy is moving towards a predominantly STEM-based knowledge economy, which requires high levels of workforce participation. In this chapter, we focus on the ways in which female students (n = 107) graphically depicted scientists in a DAST. The majority of girls drew female scientists, and a significant minority of these female scientists (around 20%) exhibited symbolism of hyper-femininity through garments, accessories, hair style, and make-up. The potential implications of these perceptions to girls’ science identities and aspirations are discussed.