This descriptive qualitative study delves into the academic factors contributing to the experience of the phenomenon of Impostor Phenomenon (IP) among undergraduate university students. Participants were selected through careful screening using the Clance Impostor Phenomenon Scale (CIPS), ensuring that participants represent a sample of individuals experiencing significant to intense impostor phenomenon. Data collection involved in-depth semi-structured interviews, providing a rich understanding of participants experiences and perceptions regarding the impostor phenomenon in the academic context. Thematic analysis revealed several key themes including challenges of online learning, dissatisfaction with grades, study habits and self-evaluation, social comparison and academic performance, transition to university, as well as lack of validation and fear of failure. These findings contribute to a deeper understanding of the impostor phenomenon and underscore the importance of addressing academic factors in interventions aimed at supporting students mental health and well-being.