This study aimed to predict academic grit from mind wandering and academic coping strategies among 769 first- and fourth-year students at the Faculty of Education, Zagazig University. Participants completed the Academic Grit Scale, Mind Wandering Scale, and Academic Coping Strategies Scale (developed by the researchers). Data were analyzed using two-way ANOVA, Scheffé's post hoc test, Pearson correlation, and multiple regression analysis. Results showed significant differences in academic grit attributable to academic year, program type (regular vs. distinguished), and their interaction. No significant differences in task-related mind wandering were found due to academic year, whereas significant differences were associated with program type and the interaction between academic year and program type. Significant differences in task-unrelated mind wandering were found for academic year, program type, and their interaction. No significant interaction effects were found for social support and avoidance coping strategies; however, a significant interaction effect emerged for approach coping, favoring first-year students in the regular program. Relationships among academic grit, mind wandering, and academic coping strategies varied across the four groups (first-year regular, first-year distinguished, fourth-year regular, and fourth-year distinguished). Furthermore, mind wandering and academic coping strategies significantly predicted academic grit across all four groups. Keywords: Academic grit- mind wandering- academic coping strategies.