Based on the framework of interest, researchers make a difference between the psychological state of interest and the stable trait of interest (Harackiewicz & Knogler, 2017). Viewed as a psychological state, situational interest is characterized by increased attention, concentration and affect experienced in a particular moment. In contrast, individual interest is considered a stable trait and is related to an enduring predisposition to reengage with a particular content over time. According to many researchers, there is a need to provide conceptual clarity in terms of the relationship between situational and individual interest. The purpose of this study was to investigate the relationships between students’ individual interest, achievement goals, perceived competence and situational interest, by using a cluster analysis in swimming. Three hundred and eighty-two secondary school students (Mage = 13.0, SD = 1.4, 50.5% girls, aged 11-16) enrolled in swimming lessons during PE classes, participated in the study. They responded to validated questionnaires assessing their individual and situational interest (Roure, Lentillon-Kaestner & Pasco, 2021; Roure, 2020), achievement goals, and perceived competence in swimming. A cluster analysis was performed to examine students’ profiles in relation to their individual interest in swimming. Then, for each profile identified, correlations and multiple-regression analyses were used to examine the relationships between students’ individual interest, achievement goals, perceived competence and situational interest. Four different students’ profiles were identified which represented a continuum from a “Very low individual interest and triggering situational interest” towards a “Well-developed individual interest and actualized situational interest”. Each profile was characterized by specific relationships between individual interest, achievement goals, perceived competence and situational interest. Referring to the model of interest development (Hidi & Renninger, 2006), the four profiles identified were aligned with the four phases which represent the transition from students’ situational interest towards students’ individual interest.