AbstractThis study delves into the multifaceted relationship between student satisfaction and academic performance in undergraduate economics. While prior research often overlooks the complex interplay of these factors with cognitive potential, prior knowledge, and gender, this investigation sheds light on their combined influence on student success. Data collected from 115 economics students at the University of Rwanda were analyzed using an econometric approach both maximum likelihood estimator (MLE) and ordinary least squares (OLS) and t-test. The findings reveal interesting gender differences: female students reported higher satisfaction, suggesting stronger self-efficacy and intrinsic motivation, while male students showed superior academic performance. Additionally, factors like level of study and personal laptop access impacted satisfaction, while higher cognitive abilities, deeper engagement with the field, and prior math background positively predicted academic achievement. Intriguingly, the study found that female students performed lower despite higher satisfaction levels, prompting further research into potential explanations. Additionally, older students exhibited lower performance, highlighting the need for understanding age-related factors influencing academic success. These findings advocate for a multifaceted approach to supporting student success in economics. By prioritizing student satisfaction, fostering individual cognitive potential, and delivering tailored support based on diverse needs (including gender and age), educational institutions can create the optimal conditions for all economics students to flourish.