Introduction: Students’ academic performance and success can be predicted using various models, including admission tests. Predicting this potential helps faculty optimize learning methods, ensure effective knowledge transfer, and maintain a fair, transparent admission process. Methods: This was a retrospective cohort study conducted between May 2021 to 2022. Study respondents were derived from the 2021 batch of medical students. All medical students who have already completed the interview session, potential academic test, science subject test, LASSI, and MMPI-2 and had been actively enrolled as a medical student in the past one year with available interim GPA were included in this study. Result: There were significant-but-weak statistical correlations between UK-ranking system and several LASSI components (SMI, r=0.35; p=0.008; TST, r=0.30; p=0.024) and composite score percentiles (r=0.29, p=0.027). Four LASSI components (CON, INP, TMT, and UAR) demonstrated a weak, non-significant, inverse correlation with UK-ranking system, including the overall LASSI test scores. MMPI-2 test results negatively correlated with UK-ranking system, despite being statistically non-significant (r=-0.19, p=0.156). Multiple regression analysis demonstrated partial explanation (20%) of our model toward GPA with only one LASSI component (TMT) garnered a statistically significant result (B=-0.013; 95% CI -0.025 – -0.01; p=0.031). Conclusion: Interview, potential academic test, science subject test, LASSI, and MMPI-2 did not significantly associated with or determine the academic success as reflected by GPA or UK-ranking system. Factors like demographics, habits, well-being, and other subtle aspects should be considered to accurately predict students’ future potential and academic success.