Developing Ocean Literacy for all citizens is an important component of protecting and stewarding the Ocean and its resources. Not all communities have access to marine science education opportunities, and barriers to developing Ocean Literacy (OL) within these communities must be considered. By engaging with all communities, we can diversify the field of marine science and also meet the complex challenges that threaten our global Ocean. This study explores the impact of a summer enrichment program aimed at students from low socioeconomic communities. Using Chambers (Science Education 67:255, 1983) Draw a Scientist Test as an example, we developed a tool specific to marine science and collected 4 years of longitudinal data from program participants. We ascertained existing biases students had of marine scientists at work, their attitudes toward scientists, and their ability to describe scientific work. We also assessed how the students viewed themselves as scientists. This study provides insight on the importance of working with underserved populations in STEM, and how longitudinal data can showcase changes in students’ attitudes and perspectives.