This paper reports the findings from the interview data of a research aiming at studying how to trigger students' situational interest in physics and its implications on learning and teaching in the New Senior Secondary (NSS) physics curriculum. 49 students from a boys' school were invited to write one to three learning experiences in physics that they found to be interesting. Five of them with different levels of individual interest were then selected for interview to elaborate on what they had written. The results showed that investigative study (IS) was the most popular means to induce situational interests, in accordance with IS's contextual nature.