This research aimed at identifying student profiles of perceptions by means of a clustering method using a validated questionnaire. These profiles describe "students' attraction to science and technology (S&T) studies and careers" as a variable driven by "school S&T self-concept" and "interest in school S&T." In addition to three rather predictable student profiles ("confident enthusiast," "average ambitious," and "pessimistic dropout"), the fourth fairly well-populated profile called "confident indifferent" was produced. Our second and third research questions allowed us to describe each profile in terms of the instructional methods to which their population was exposed (including the degree to which they were actively involved) and the instructional methods to which they would like more exposure. An analysis of the evolution of the profiles' population over time is also presented. The results suggest that pedagogical variety and active involvement in the decision to pursue S&T are important. The perception of the "utility" and "importance of S&T" both in and out of school may also play an important role in these decisions. Minor pedagogical preferences were also found in certain age groups.