This paper report Swedish results from a large-scale research project called “The Relevance of Science Education Second (ROSES)” which builds on a previous study called Relevance of Science education (ROSE). The studies are concerned with student’s interest in and attitudes towards science and technology (S&T) in and outside education from a student’s perspective. ROSES builds on collaboration between researchers in countries all around the world from a notion where education is apprehended as culturally embedded, and countries face different challenges but can also share some common. In this connection, research literature points out the importance of a science literate population together with the need of the recruitment of future expertise as educational goals for S&T. As many students have problems of perceiving the relevance of S&T in school there is an international concern and research interest to investigate trends and developments. In this paper preliminary Swedish results from ROSES are presented concerned with student’s experiences of S&T lessons and what they want to learn about. Data were collected in 2020. The results indicate that there are some changes in motion but at the same time student’s interest for critical content areas seem to be robust. The results are discussed and connected with the development of theoretical perspectives concerned with science identity, modernity and science capital. The reporting is framed in a Nordic perspective.