In recent years, there has been a noticeable decline in interest in sciences, technology, engineering, and mathematics (STEM) subjects among secondary school students in Malaysia. This trend is concerning, as it could affect the country’s ability to remain competitive in the science and technology fields in the future. This study examines the perceptions of students from seven secondary schools in Muar, Johor, regarding STEM education and careers. Rather than focusing only on academic performance, it examines how their background, school environment, and personal perceptions influence their enthusiasm. The analysis found that gender and ethnicity don’t make a significant difference in students’ interests, although the school they attend appears to have a minor impact. What stood out more were personal and social factors—students who lack confidence in their ability to succeed in STEM subjects, who don’t have role models they can look up to, or who receive little encouragement from their families, tend to lose interest over time. Interestingly, when students see STEM careers as exciting, meaningful, or well-respected—like becoming an astronaut, doctor, or engineer—they are more likely to consider those paths. This suggests that changing the way STEM is introduced, particularly by making it more relatable and by strengthening support at home and school, could foster greater interest. Enhancing students’ self-confidence and surrounding them with positive support may be key to encouraging them to view STEM not only as a school subject but also as a promising and rewarding career path.