Both classical and contemporary definitions of education emphasise the development of learners and the discovery of their potential. The period of systemic education at all stages is an opportunity to seek this potential both at school and outside it. These are the circumstances of the development of abilities, interests and passions. In the educational process and in the modern world, the most valued are people who are creative, entrepreneurial, open to new experiences and have a passion--since it provides energy, gives wings, is a source of a sense of freedom and meaning and helps maintain well-being. This study aimed to explore passion profiles, considering their dimensions and categories, and the respondents' field of study and gender, in a sample of Polish university students (n = 2720). The online Self-Report Passion Inventory (SRPI) was used. Cluster analysis identified three latent profiles, differentiated by the perceived benefits of passion, its origin and its balance with other life activities. In addition, we identified categories of passionate activities typical of each profile. Field of study and gender were represented in similar ways in the distinguished profiles, indicating the universal nature of passion. The qualitative analysis of the results revealed potential reasons for the difficulties respondents experienced while categorising passionate activities.