The purpose of this study is to conduct an in-depth analysis of the affective domain of science among students who participated in a chemistry experience camp. To this end, a survey was conducted on students who participated in the camp to draw graphs related to the affective domain of science and their attitudes toward chemistry. The results of the study are as follows: first, students who participated in the chemistry camp generally showed an increasing interest in science as they advanced in grade levels. This trend was closely related to an improvement in their confidence in science. Participatory experiences, such as experiments and achievements in science, had a positive impact on their interest in and confidence regarding science. Second, the students’ interest in science, confidence in science, career interests, and career choices were found to be closely interconnected. Third, students perceived chemistry as both satisfying and challenging, but also complicated. They responded that mathematical calculations, such as the quantitative relationships in chemical reactions, and various laws could contribute to negative feelings toward chemistry.