This paper report on complex relations between students’ achievements and interest in science. Part of the evidence indicate the need for more detailed analyses of the affective domain in science education research. Since 2016 there has been an initiative to plan for an international research study concerned with this. The study is called the Relevance of Science Education (ROSE) study and has been carried out once before in many countries all over the world. In this paper some key developments will be reported. During two years’ time, a new international research network has been established with colleagues participating in over 30 countries. A new and updated questionnaire will be presented and future directions, pointed out by earlier studies indicate gender, age, progression, transition, recruitment, teacher perspectives and relations between interest and experience as important continuations. This development is framed by theoretical perspectives like youth culture, identity and media theory with the aim to provide empirical data in discussions about the teaching and learning of science in and outside school.