The aim of the current study was to predict academic grit based on mind wandering and academic coping strategies among students of the Faculty of Education at Zagazig University. The research sample consisted of 769 male and female students from the first and fourth years at the Faculty of Education, Zagazig University. The study applied the Academic Grit Scale, the Mind Wandering Scale, and the Academic Coping Strategies Scale (developed by the researchers).Two-way ANOVA, Scheffé's post hoc test, Pearson's serial correlation coefficient, and multiple regression analysis were used. The results revealed statistically significant differences in academic grit among the students, which were attributed to the academic year (first vs. fourth), the type of program (regular vs. distinguished), and the interaction between them.There were no statistically significant differences in task-related mind wandering due to the academic year; however, there were statistically significant differences in task-related mind wandering due to the type of program and the interaction between academic year and program type. Statistically significant differences were also found in task-unrelated mind wandering due to academic year, program type, and their interaction. No statistically significant differences were found in social support and avoidance coping strategies due to the interaction between academic year and program type. However, significant differences were found in the approach coping strategy due to the interaction between academic year and program type, favoring students in the first-year regular program.The relationships between academic grit, mind wandering, and academic coping strategies varied across the four groups (first-year regular, first-year distinguished, fourth-year regular, fourth-year distinguished). The findings also indicated that mind wandering and academic coping strategies were significant predictors of academic grit across all four student groups at the Faculty of Education, Zagazig University.