Twenty college women used a Physics Careers Web site that aligned profiles of the college’s physics alumnae with the curriculum of introductory physics during an experimental version of the course. Twenty-one college women took a control course that did not use the Web site. Students perceived that they learned similar physics content, real-world applications, and problem-solving skills in both courses. Students in the experimental course were more likely to describe physicists’ lives and work in diverse ways than were students in the control course.