Historically students’ interest in science and technology (S&T) has been researched mostly from a gender and age perspective and on a subject level of analysis. The work presented in this study make use of Swedish quantitative data from a large scale international and comparative research project called “The Relevance of Science Education Second (ROSES) study” to investigate secondary students’ interest in S&T on a content level of analysis. National data were collected by a questionnaire in 2020. By making use of the theoretical development pointed out in the literature the “person-object theory of interest” is used to frame and interpret the results. In this perspective interest is expected to differentiate as interest patterns. Seven such patterns were identified by an explorative factor analysis which points out a direction for future work to investigate students’ interest in S&T with a deepened understanding of how learning S&T is influenced by identity formation.