The study aimed to identify the level of academic boredom and its impact on the dropout phenomenon. The significance of the differences in the level of academic boredom is known according to the variables of sex, and the level of study. To achieve the aim of the study, a questionnaire consisting of (32) items was prepared distributed into three areas, and after checking its validity and reliability indications, it was applied to a sample of (287) female students, who were chosen by random method. The results of the study indicated that the level of academic boredom was generally moderate. As for the fields, the field of evaluation ranked first and at a high level, the curriculum field ranked second and at an average level, and the field of teaching methods ranked third and at an average level. The results also showed that there were statistically significant differences due to the gender variable in favor of females. And differences were found due to the study level variable in favor of second, third and fourth year students when compared to first year students. In light of the results, the study presented a set of recommendations, most notably reconsidering the content of the curricula, the mechanism for evaluating students, and working to diversify teaching methods to reduce the degree of academic boredom that students face.