This article explores how students' aspirations to study mathematics or physics in post-16 education are associated with their perceptions of their education, their motivations, and the support they feel they received. The analysis is based on the responses of around 10,000 students in England in Year 8 (age 12-13) and then in Year 10 (age 14-15). The students were first surveyed during 2008-2009 and then followed up in 2010-2011. t-tests revealed a decline in their perceptions of their mathematics and physics education. Factor analyses indicated subject-specific constructs that were associated with gender aspiration groups (i.e., high-aspiring girls, high-aspiring boys, low-aspiring girls, low-aspiring boys). High-aspiring girls were more likely than low-aspiring boys to be positive about mathematics/physics education, motivation in these subjects, and support received. However, high-aspiring girls were less likely than high-aspiring boys to be encouraged by their teachers and families to continue with these subjects post-16 and had lower self-concepts, intrinsic valuations, and perceptions of lessons. Low-aspiring girls reported the least favorable views of their mathematics/physics education of all four gender aspiration groups. Findings were generally similar for mathematics and physics, although students overall responded more favorably to mathematics than to physics. The quantitative findings are illustrated with extracts from longitudinal interviews (ages 15, 16, and 17) of two high-aspiring girls.