: Student preparation plays a crucial role in final examination success, yet it is often undermined by poor revision habits, weak time management, and exam stress. This study examines how preparation influences performance in accounting education, with a focus on learning habits, stress, and time pressures. A mixed-methods approach was employed through a structured questionnaire administered to students who failed an accounting subject, three weeks after their final exam. The survey covered tutorial attendance, revision practices, stress levels, and self-reported performance. Descriptive statistics and thematic analysis were used to interpret the data. Results revealed that while 100% of students attended tutorials and 98.3% expressed interest in the subject, only 69% completed all tutorial tasks. Additionally, 55.2% reported difficulties in answering exam questions due to stress, limited time, or health issues. Despite these challenges, most students found tutorials helpful in reinforcing key concepts. The study highlights the importance of structured learning plans, effective time management, and stress control, emphasizing that academic success depends not only on teaching quality but also on student preparation.