Mathematics is a highly interconnected subject that plays a crucial role in our complex global economy. Enhancing students’ achievement and interest in mathematics should be a priority for every educational system. Several studies suggest that a lack of enrichment opportunities in school mathematics may contribute to diminished interest and achievement, particularly among students with high mathematical abilities. To address the needs of these students, enrichment courses have been developed for lower secondary school students in certain parts of Sweden. Despite some of these courses being offered for several years, there is limited knowledge about students' experiences in such programs. Understanding these experiences is essential for improving the courses to better meet students' needs.

This study aims to contribute to the understanding of students' experiences in a mathematics enrichment course for lower secondary schools. Using an interview-based approach, the study explores the reasons for course participation among students (n=10, aged 13 to 16 years) with the highest attendance over the past two years. Data were analyzed through thematic analysis.

The findings reveal overall satisfaction with the enrichment course and offer valuable insights into students' mathematical needs when compared to their regular school mathematics experiences. Significant differences were identified between their school mathematics lessons and enrichment course sessions, particularly in teacher competence, teachers’ approach when providing support, the type and level of tasks assigned, the emphasis on rigor and depth in reasoning, and opportunities for creative mathematical reasoning. The results also show the importance of the study environment, including the enjoyment of group work, engaging in mathematical discussions, connecting with like-minded peers, and having the opportunity to immerse themselves in mathematics without the pressure of performance.