The global demand for STEM (Science, Technology, Engineering, and Mathematics) skills underscores the importance of understanding factors that shape young people's educational and career choices. The vast majority of previous longitudinal studies investigating the predictors of STEM-related aspirations and choices were conducted in few Western countries, whereas data from Arabic countries are rather sparse. Here, we will present a two-wave longitudinal study, in which sample of students in Qatari government schools were followed from Grade 10 (N= 391) to Grade 11 (N= 350), one year a part. The predictions of students, enrollment in STEM track were examined using subject-related achievements (in math, physics, chemistry, and biology), math beliefs, math and science anxieties, general anxiety, persistence, and self-esteem. The results showed that earlier math achievement predicted later math anxiety. In addition, early achievement in biology, but not in chemistry or physics, predicted later science anxiety. Importantly, early and later math anxiety, but not science anxiety, predicted later enrollments in STEM track. Therefore, this study suggests that early diagnosis and intervention of math anxiety could be a promising avenue for the chronic underrepresentation of Qatari students in STEM pathways.