The Problem: Problems that might be expected to affect perceived academic performance were studied in a sample of 283 university students. Results: Breakup Distress Scale scores, less time since the breakup and no new relationship contributed to 16% of the variance on perceived academic performance. Variables that were related to academic performance in previous studies including depression, anxiety, intrusive thoughts, controlling intrusive thoughts and sleep disturbances did not enter the regression equation. Conclusion: These results suggest that a breakup affects students' perceived academic performance including their concentration, homework and test scores. (Contains 1 table.)