The use of Virtual Laboratories (VLs) in science education has become increasingly important because they improve understanding, accessibility, and engagement among learners. While earlier research focused mainly on students' achievements and attitudes, there are few studies that examine how students perceive Virtual Laboratories and how this affects their interest in science. The present study aimed to (i) assess students’ level of perception toward VLs, (ii) examine their level of interest in science, (iii) determine differences in perception based on academic stream and achievement, and (iv) explore the relationship between perception and interest. A quantitative descriptive survey design was used for the study. The sample included 100 science students chosen through stratified random sampling from five higher secondary schools of Jammu district of Jammu & Kashmir. Data were collected using a self-made five-point Likert scale that measured perception across five dimensions: perceived usefulness, effort expectancy, motivation and engagement, attitude and preference, and content delivery. A self structured interest scale was also included. Statistical methods such as percentage analysis, t-test, ANOVA, and Pearson’s correlation were applied. The findings showed that most students had high to very high levels of perception about virtual laboratories and interest in science. A strong positive correlation (r = 0.617, p < .01) was found between students’ perception towards virtual laboratories and interest in science. Significant differences in perception were noted across academic streams and levels of interest, but no significant difference was found regarding academic achievement. The study concludes that a positive perception of virtual laboratories greatly improves students’ interest in science, emphasizing the teaching role of integrating virtual lab technology in higher secondary science education.