The Quantum Information Science and Technology (QIST) workforce is rapidly expanding as it helps develop transformative technologies used for computing, sensing, and communication.  However, exposure to quantum concepts in high school and college is limited for students in many science and engineering degrees, which means many students may lack knowledge about QIST and what the subject entails. This project involved interviews with 22 undergraduate students from varying STEM disciplines. In our analysis, we separate students with high and low interest in QIST across the following factors: awareness and early learning experiences, course-based learning experiences, perceptions of math in quantum, perceptions of the scariness and mystery of quantum, perceptions of a disconnect between QIST and their primary discipline, and perceptions of quantum careers. We examine why quantum may be viewed as "scary" or "mysterious", and how quantum technology may come into contact with their discipline. Many interviewees expressed an interest in quantum, but were reluctant to pursue it as a subject due to a perceived disconnect with their own discipline. Overall, we hope that developing an understanding of students' views of QIST will support ongoing improvements in the development and implementation of introductory QIST courses, minors, and tracks.