Understanding the factors that determine college students’ success could enhance the university experience for students and could help direct resources at students who most require them. This study was conducted to determine the factors that influence students’ course performance in two upper-year agronomy courses at the University of Saskatchewan. The study was based on data collected from students (n=274) who completed the two courses (PL SC 345 and AGRN 375) between 2013 and 2015. Female students performed better than their male counterparts, exhibiting a 4.3% higher (P < 0.05) average final grade compared with male students. Diploma students performed more poorly than undergraduate students from all other majors, a trend that was statistically significant in two years but consistent across all three years of the study. Sophomores had 3.5% to 9.5% lower final grades compared with juniors and seniors, although the differences were statistically significant in only one year. A significant, positive relationship was identified between the number of hours spent in class (attendance) and final course grade, wherein each hour spent in class improved final course grade by nearly 1%. These results provide course instructors with practical information that may aid them in their pursuit of student excellence in future upper-year agronomy courses.