This research used multilevel modeling to investigate the perceived effect of a teacher preparation loan forgiveness program on recruiting science and mathematics majors to become teachers and teach in high-need schools. The study investigated how and which personal perceptions, characteristics, and teacher preparation program variables influenced recipient perceptions. Data used for the study were collected from participants in the National Science Foundation Robert Noyce Teacher Scholarship Program, which provides funding for highly qualified science and mathematics majors to teach in high-need schools. Recipients agree to teach in high-need schools for at least 2 years in return for each year of funding. The results suggest that scholars' race, their path into teaching, their perceptions of their preparation for teaching in high-need schools, and the amount of funding were significant variables.