The main purpose of this paper is to explore and describe different attitudes and "value system " among upper secondary students. Another purpose is to examine how these various patterns of values are related to urban versus non-urban school districts and other possible explanatory factors such as e.g. educational program, genus, and parental educational level. The theoretical perspective is interdisciplinary. Inglehart's theory and work on value changes in contemporary societies is combined with the psychological/educational perspectives presented by e.g. Bronfenbrenner, Gilligan. These theoretical tools are used as a frame of reference for studying individual differences in values among young people in Sweden. The empirical part of the paper describes a survey study and interviews. The survey includes 422 students (17-20 years old) from four upper secondary schools; three located in an urban region and one in a non-urban region. The students filled out a questionnaire, which focused on values/attitudes in different domains (i.e. political, moral and questions of life, education/work). Several questions are directly related to or associated with democracy and fundamental values, i.e. democratic values. The questionnaire is based on Swedish and international instruments studying values in different domains. A teacher administered the questionnaire to the students. A sample of the students (n=20) also participated in a follow-up study, which was carried out within a year after they have answered the questionnaire. A qualitative semi-structured interview method was used in the data collection. The main purpose of the interviews was to tap some of the student's thoughts behind the self-reported values/attitudes and get a picture of the stability of their responses in the questionnaire. A statistical analysis of the survey data reveals five different value patterns or value systems. The major characteristics of these "value systems" are presented and compared. The results from the interview-study are presented as illustrative examples in order to elucidate personal meanings and thoughts linked to values/attitudes reported in the survey. In addition, the relationship between value systems and some hypothesized explanatory factors is described. Among the factors considered are urban versus non-urban school districts and genus. The results are discussed from a theoretical and methodological perspective and in the light of earlier reported findings from the present survey study. Questions regarding the implications for education/teaching are also addressed.