Wellbeing is an extremely important construct that deserves a high position in positive psychology. Various studies have shown that high level of wellbeing is associated with a broad spectrum of positive outcomes, including successful learning, productivity and creativity, good relationships, pro-social behaviour, good health and longevity. The concept of well-being can be best understood by looking at it as a multidimensional phenomenon that includes both hedonic and eudaimonic aspects. The term ‘’flourishing’’ is used to describe a combination of hedonic and eudaimonic aspects of well-being, referring to the state of optimal mental health (Keyes and Annas, 2009.) Flourishing is a relatively new construct in the field of modern psychology and as such poorly explored. Regarding the academic education, apart from achievements and grades, it is equally important for students to increase their well-being. Previous research have shown that flourishing is associated with several academic outcomes, however, all of these studies relate only to general flourishing, not to the flourishing of the academic sense, which is why it is necessary to investigate precisely the academic flourishing and the factors contributing to it. The aim of this research was to look into the age and gender differences in the academic psychological flourishing of students and to examine the extent to which personality, behavior of teachers and university experience are related to the academic flourishing. 126 psychology students from Croatian Catholic University participated in this research. For statistical data processing, the non-parametric test Mann-Whitney U, the parametric one-way ANOVA and the hierarchical regression analysis were used. The results that were obtained partially confirmed the hypotheses. Contrary to the expectations, no differences were found in academic psychological flourishing in students regarding their year of study. On the other hand, it is confirmed that there is no difference between male and female students regarding their degree of academic psychological flourishing. Also, the results have shown that the autonomy support of teachers and academic flow significantly contributed to the academic psychological flourishing .