In today's world, education has been a primary concern for having a bright future or a decent job. The need to achieve high academic achievement such as college and university degrees is now a symbol of success in life. To obtain these symbols, high academic performance is necessary and studying is very important to achieve success. As a result, developing lifelong study habits is critical. Furthermore, using study habits could develop characteristics required in the workplace, such as organization, self-discipline, motivation, confidence, etc. In fact, such traits could make a difference when it comes to differentiating a leader and a follower; as a result, companies prefer to hire people with these characteristics. In education, students have different study habits/skills, which depend on and vary from individual to individual. Some prefer to read instead of attending class, some prefer to take notes, some may choose to listen, but in reality, most students choose to use multiple skills to succeed. This study will focus on college students' study skills and their relationship to academic performance, as well as some factors that impede the use of study habits. Literature Review In the area of ​​academic performance among college students, some researchers have studied the distribution of students' time on specific skills and the relationship to their grades. Jackson, Weiss, Lundquist, and Hooper (2003) focused on “cognitive-motivational” enhancers that influenced academic performance by using a questionnaire and collecting information about their grades from their university. The questionnaire contained questions about demographic information, students' level of procrastination (using a scale from ne... middle of paper... 60 (48.3%) said they were looking for a white-collar job, 28 out of 60 ( 46.7%) didn't know it yet, and three out of 60 (5%) hope for a blue-collar job. Returning to academics, we asked about parental help during childhood, the result is 51 out of 60 (85). %) responded that their parents helped them during the first few days of school, and nine out of 60 (15%) responded that their parents did not help them with their actual employment, 40 out of 60 (66 .7%) responded that they currently work and 20 out of 60 (33.3%) do not work. In this regard, 16 out of 60 (26.7%) worked on average between 15 and 20 hours per week, ten out of 60 (16.7). %) worked between 5>10 hours, five out of 60 (8.3%) worked 20 hours or more, three out of 60 (5%) worked between 0>5 hours and the rest 20 out of 60 (33.3 %) worked do not work at any time.