Abstract
The Unified National Testing in Kazakhstan evaluates students’ past academic performance, predicts career prospects, and guides state educational scholarship allocation. This study examines private university students’ perceptions of the relationship between their UNT scores, selected subjects, scholarship opportunities, and academic performance. Using a qualitative approach, data were gathered through semi-structured interviews with 20 second-year students from four majors: Finance, Geology, Nursing, and Law. Participants were selected through maximal variation sampling, ensuring diverse views by including those with the highest and lowest UNT scores and GPAs. Thematic analysis, guided by Creswell’s framework, revealed a gap between high school-specific academic skills and the broader competencies required for university success, such as critical thinking, teamwork, and presentation skills. Findings highlight the need to reform the scholarship allocation system by incorporating accessibility measures and better aligning high school preparation with university-level demands. Keywords: Academic performance; examination; scholarship; unified national testing