Abstract: The aim of the research is to develop a structural model of the relationships between satisfaction with learning experiences, perceived academic competence, and career ambition among students of the Faculty of Disability Sciences and Rehabilitation at Zagazig University. The main sample consisted of 735 students from the third and fourth years enrolled in the professional and educational programs, with an average age of 21.319 years and a standard deviation of 0.743. The research employed a descriptive methodology, utilizing three research tools: the Satisfaction with Learning Experiences Scale, the Perceived Academic Competence Scale, and the Career ambition Scale, all developed by the researchers. Using Pearson's correlation coefficient, the study found the following results: a statistically significant positive relationship between the research variables. Employing the Structural Equation Modeling (SEM) of the proposed model, the study results indicated a statistically significant direct positive effect of satisfaction with learning experiences on perceived academic competence, with a value of 0.315, and a non-significant direct negative effect of satisfaction with learning experiences on career ambition, with a value of -0.004. There was a statistically significant direct positive effect of perceived academic competence on career ambition, with a value of 0.792. However, due to poor fit of the proposed model with the tested data, the model was developed and adjusted by linking the errors of the variables, designating career ambition as a mediator and perceived academic competence as a dependent variable. According to the results of this revised model, there was a statistically significant direct positive effect of satisfaction with learning experiences on perceived academic competence and career ambition, with values of 0.216 and 0.452, respectively. Additionally, there was a statistically significant direct positive effect of career ambition on perceived academic competence, with a value of 0.801. There was also an indirect effect of satisfaction with learning experiences on perceived academic competence through career ambition as a mediator. The research concluded with a set of recommendations and proposed studies.