It is estimated that at least 70% of people experience an episode of imposter syndrome once in their lifetime (Gravois, 2007). Imposter syndrome is defined as the inner experience of intellectual deception in highly successful individuals, who are unable to internalize their experiences of success. These individuals do not attribute their work and success to their actual competencies and skills, but to external factors such as happiness, help from others, lower standards, time, circumstances in which they worked, etc. (Clance and Imes, 1978). The aim of this study was to determine the relationship between the personality traits of the Hexaco model and the propensity to experience flow in the context of education and leisure time in explaining the occurrence of imposter syndrome among students. The study was conducted through an online survey on a sample of 418 students in the Republic of Croatia. Participants completed the Croatian version of the Hexaco-Pi-R Personality Questionnaire, the Imposter Syndrome Scale and Flow Experience Rating Scale (in an academic context and in leisure time). The results indicate that students experience symptoms of imposter syndrome often on average and that there is a statistically significant difference in the prevalence of imposter syndrome in men and women, women score significantly higher results. Regarding personality traits, a positive correlation between imposter syndrome and emotionality and a negative correlation of the syndrome with extraversion and conscientiousness were found. Also, a negative correlation was found between flow experience (in both contexts) and imposter syndrome. The personality traits of the Hexaco model and the experiences of flow explain 43.2% of the variance in predisposition to imposter syndrome. Extraversion and flow in the academic context were statistically significant predictors, with a negative correlation, while emotionality and openness to experience were significant predictors, with a positive correlation of predisposition to imposter syndrome.This research emphasized the importance of raising awareness of the imposter syndrome among students, indicated which personality traits may be risk/protective factors for its development and highlighted the importance of experiencing flow for the psychological well-being of students and possible prevention of imposter syndrome.