The present study aimed to identify the distinct profiles of two cognitive variables: maximizing thinking and counterfactual thinking among postgraduate diploma students in three specializations (Educational Psychology, Special Education, and Counseling Psychology). The main sample consisted of 240 male and female students, with a mean age of 26.8 years and a standard deviation of 1.36. Two instruments were utilized in the study: the Maximizing Thinking Scale developed by Schwartz et al. (2002) and translated and adapted by the researchers, and the Counterfactual Thinking Scale, developed by the researchers The results of the study indicated the presence of distinct differences among the three profiles across the five thinking clusters. In addition, statistically significant differences were found among the profiles in the external criterion (academic achievement). The findings also revealed significant relationships between the three profiles and academic achievement, as well as between the five thinking clusters and academic achievement. These results reflect the role played by thinking clusters in explaining the variance in academic achievement. Keywords: Counterfactual Thinking – Maximizing Thinking – Academic Achievement.