Academic success refers to the achievement of educational goals within an academic environment. When talking about academic success, people usually mean the GPA (Grade Point Average) achieved in the course, but it is important to emphasize that academic success extends beyond grades and includes a deep understanding of the course, the acquisition of skills, and personal and intellectual growth. Given that the measurement of GPA does not always best reflect academic success itself, it can also be measured by other factors such as satisfaction, competences and awards achieved. Every measure of academic success is more or less a consequence of student engagement, and it is precisely for this reason that academic success was taken as a moderator in further research. In education, engagement refers to the degree of curiosity, interest, optimism, and passion that students display while learning or being taught and given that a student faces many responsibilities in the education system, excessive engagement can result in chronic burnout The result of exhaustion and stress is burnout, which results in emotional exhaustion, cynicism and inefficiency in both educational and business environments. This paper aims to reveal the connection between student engagement and burnout syndrome, with academic success as a moderator. It is assumed that the relationship will not be equal if academic achievement is high or if it is low. More precisely, it is assumed that high student engagement will result in lower burnout, if academic success is high, or alternatively, high student engagement will result in high burnout if the student does not achieve the desired results. In order to determine the previously mentioned assumption, a primary research was conducted using an electronic questionnaire accessible to participants. The study involved 103 participants, all students of the Faculty of Economics at the University of Zagreb. The questionnaire comprised four parts: the first focused on student engagement, the second on burnout syndrome, and the third and fourth on socio-demographic variables and academic success. The data analysis indicated a generally low average level of burnout syndrome among students of the Faculty of Economics in Zagreb, which is especially manifested in the dimensions of overload and neglect. A moderate correlation between the individual dimensions of student engagement and the dimensions of student burnout syndrome was revealed, with dedication being moderately negatively associated with two of the three observed dimensions of burnout. Contrary to expectations, however, GPA as the most commonly used measure of academic success does not have a moderating effect on the aforementioned association.