Chemistry provides foundational knowledge for vocational subjects in secondary medical education, yet the extent to which students recognize its relevance to vocational learning requires further examination. This study examined students’ perceptions of the importance and applicability of chemistry, its relationship with vocational subjects, and the contexts in which students recognize its relevance. A cross-sectional survey was conducted with a convenience sample of 245 third- and fourth-year students from nine healthcare-related educational profiles in Serbia. Data were collected using an anonymous, author-developed questionnaire comprising Likert-scale, multiple-response, and open-ended items. Internal consistency and exploratory factor analysis were used to examine the perception scale, while nonparametric tests assessed differences by grade and educational profile. The five-item Perception of the Importance and Applicability of Chemistry scale demonstrated good internal consistency (Cronbach’s α = .867). Students perceived chemistry as moderately important and applicable to vocational learning, particularly in Medical Biochemistry and Pharmacology. Acids, Bases, and pH and Biochemical Processes and Biomolecules were most frequently identified as important chemistry areas. Perception scores differed significantly by grade and educational profile. Open-ended responses indicated interest in stronger connections between chemistry and vocational subjects and more professionally relevant and practice-oriented examples. The findings suggest that making connections between chemical concepts and vocational contexts more explicit may strengthen the professional relevance of chemistry teaching. By providing evidence from students’ perspectives, the study complements existing research and supports consideration of more contextually and vocationally connected approaches to chemistry teaching.