The relevance of an existential approach to the issue of students’ educational success analyzed. The problem related to the contradiction between the existential needs of a young person and the need to achieve social success, including in educational activities, formulated. The socioeconomic context of the requirements imposed on a young person (the ability to generate income, demand in the labor market, human and educational capital) discussed. At the same time, educational success is not limited to academic achievements, At the same time, it is noted that educational success is not limited to academic achievements, but implies a high level of existential wellbeing of the student. It means that students’ educational activities are filled with meaning. Students creatively and responsibly approach the learning process. Students develop reflection and access to their internal processes, emotions, feelings and experiences. This thesis is confirmed by the existing ideas of the authors about educational success, which are analyzed in the context of the main existential data according to I. Yalom. Among them are the search for meaning, the problem of freedom and responsibility, being with others, life and its finiteness. The possibilities and limitations of the existential approach to the problem of educational success discussed. A model of educational success proposed, in which an important component is the students’ “existential wellbeing”. The conclusion made about the prospects of the existential approach in the research of educational success.