One of the critical issues confronting forest sustainability is inadequate education about the need and actions to sustain these vital ecosystems. Notwithstanding, forestry education attracts low levels of interest and enrollment in Nigeria and globally. Unlike in public secondary schools, information on the perception and willingness toward forestry education and career among private school students is limited. Therefore, our study assessed the (un)willingness and perception toward forestry education and career through a survey of 160 students across eight private secondary schools in Akure metropolis, Nigeria. Descriptive and chi‐square statistics were used to analyze the responses. We found a relatively low interest and willingness in forestry education among the students (20%), despite their positive perceptions toward the profession's lucrativeness (73%), their relevant prior knowledge learnt through school's agriculture subject (88%), and their previous tree planting engagement (55%). None of the students’ demographics had significantly influenced their professional interest and choice besides having family relation(s) in forestry ( χ 2 = 5.731, p = .017). Likewise, only the availability of scholarships, accessible post‐study forestry jobs, and adequate integration of forestry into secondary school education could have significantly attracted the students to pursue forestry education or a career. Therefore, improving these key areas is recommended while also creating public awareness to facilitate more positive perceptions about the profession.
Core Ideas: Despite students’ positive perceptions, there is low willingness toward forestry education and career. Students' personal background mostly does not influence their choice and interest in forestry career or education. Secondary school curriculum determines students’ willingness in advancing forestry education at tertiary levels. The state of forestry sector and its education must improve to revert the declining enrollment rate in the discipline.