The major purpose olthe stlldy was identification ol combined and relative effect of student,rninstitution and socioeconomic factors on female students' academic success in AMU Relationalrnstudy design was employed to achieve the abjectives of the study, PUl1)osive, stratified and simplernrandom sampling techniques were employed to select samples for Ihe study. 180 female studenlsrnand 36 academic staff members were partiCipated in the study. The independent sample /-lestrnresults indicated that there was statistically significant difference between low and high achievingrnfemale students at the 0,05 level (2-tailed) for all the three factors andlor for the variables involvedrnin the study. The multiple regression analyses indicated that Fom the three factors, the effect ofrnstudenl related factors was the most significant one which explained 67% ol the variancernproporlion on the academic success ol female studenls and followed by inslilulion related faclorsrn(46,8%) and socioeconomic factors (37,3%), The step-wise regression analyses indicated that/l'omrnstudent relaled factors, study skills had Ihe most significant effect on female studenls academicrnsuccess wilh 60,4% of Ihe explanation power of the variance proporlion on female studel1lsrnacademic success, followed by academic achievemenl molivation (5,2%) and fina lly by academicrnse!t:concept (1,5%) , From institution related variables, inslructors ' al/itude IOwardfemale studel1lsrnand inslruclor,I" classroom behavior (-/5.5%) took the largest share in explaining the variancernproportion on ,ji!male students' academic success and followed by fac ilities and services (1 ,3%),rnAnd f inally, ,/i-om socioeconomic fileIOr,I', parents income was be able to explain 34,5% of thernvariance proportion on female students ' academic success and parents ' educational status wasrnexplained (2,8%) olthe variance proportion on fe male students ' academic success in AMU Fromrnthe Iwo parents or guardians, mothers ' educalional and income status had the more significanlrneffeci on female students ' academic success in AMU Further analyses at variable level revealedrnIhal F om the seven variables involved in Ihe study, sludy skills had Ihe 1'110.1'1 significant effect onrnfemale studenls' academic success in AMU and followed by instructors ' relaled f actors, academicrnachievement motivation, academic selt:concepl, parenls ' income, parents ' educational status andrn/inally byfacilities and services in AMU as depicted in Iheir descending order of eflect onfemalernstudents ' academic success in AMU The cross tabular analyses showed Ihat inadequacies ofrnfacilities and services; negalive attitude of instruclors and Iheir poor classroom approaches;rninappropriate study strategies employed by female sludents, poor academic self-concept and loll'rnacademic achievementmolivation Fom Ihe side olfemale students had substanl ial effect on femalernstudents' academic success in AMU Provision ol lutorial classes, provision of Ira ining,rnimprovement on Ihe grading system ollhe university, improvemel1l Fom Ihe side ol inslructors andrnfemale studel1ls were some o/,suggested proposals 10 IOckle the lOl l' academic success problem o/,rnfemale studel1ls in AMU Finally, based on the results of the study, provision effective, efJiciel1l andrnpractical training, provision of tutorial programs, il1lroduction of Ihe pluses and minuses in therngrading system, and celebration of "Girl 's Day " were some of recommended points to overcomernthe academic success problem offemale studel1ls in AMU