Enrichment is one way to support highly able students in their mathematical development, a method that aligns with the overall principles of the Swedish school system. This paper aims to elicit students’ perceptions of enrichment. Data was collected in a project where upper secondary students were offered mathematical enrichment tasks in an online environment. Semistructured interviews were conducted with seven students out of seventeen participating. Our results show that participation in the program is interest-driven. The students like to work in their own pace, and the fact that they are not being graded diminishes their performance anxiety. They also want to deepen their existing mathematical knowledge in contrast to proceeding to new topics in mathematics.