Encouraging students to enter and persist in science, technology, engineering and mathematics (STEM) programs in higher education has been the focus of STEM education worldwide. To promote social equality particular attention has been given to including student groups such as women, ethnic minorities, and students with low economic status that have long been underrepresented in STEM education. The aim of this research was to examine gender differences in students' entrance into and persistence in STEM programs in Swedish higher education through the lens of social cognitive career theory (SCCT). Through a quantitative secondary analysis of Interest and Recruitment in Science (IRIS) project data collected in Sweden, a total of 2372 responses were validated and analyzed, including 1530 males (65%) and 842 females (35%). The main findings showed that female students valued previous learning experiences in formal education contexts and social influences more than males, with a significant difference of (p<0.05). Male students valued informal learning experiences more and presented self-efficacy and choice goals to a higher degree, with a significant difference of (p<0.05). No significant gender differences were found with regard to appreciation of current study life. The discussions and implications of the findings and previous research are presented.