This paper explores the relationship between students' interests in environmental issues, attitudes to environmental responsibility and biocentric values in school science education. The factors were investigated within the framework of three moderators: gender, school and residential area of the school. The survey was carried out using the international ROSE questionnaire with ninth-grade students (N = 3626) from 68 schools. Likert-type items were categorised with explorative factor analysis, and multivariate analysis of variance was used to study the importance of the moderators. There were significant correlations between the attitude and value factors. Interest and attitude were also significantly correlated, but the correlation between interest and value was negligible. Girls' attitude was significantly more positive and their biocentric value stronger than those of the boys, while in terms of interest, the gender difference was small. The effect of residential area was negligible, but there were significant differences between schools in all the factors studied. A school's own environmental projects and participation in programmes linked to environmental education or education for sustainable development was suggested to enhance students' interest in environmental issues. The role of interests, attitudes and values in teaching environmental issues are important fields for future research in science, environmental and sustainability education. (Contains 3 figures, 3 tables, and 4 notes.)