The purpose of this study was to explore the effects of psycho-communication factors on the academic efficiency of hard science major students in universities in Morocco. Twenty-two age-matched students without psycho-communication disorders also completed the study. A large pool of 229 university students participated in the study. The participants included boys and girls from 18 to 20 years of age living in rural and urban areas of Casablanca and Mohammedia in Morocco. Case history interviews, and a questionnaire consisting of sixteen sections of at least 10 items each were completed by each of the participants. The measures provided data on the type and severity of the student's psycho-communication disorders. The results for each student were scored, and data from students with psycho-communication disorders were compared. The results from the behavioural and communication disorders sections of the questionnaire and those of the normal group showed differences in psychological status for students with communication disorders measures. An examination of individual participant's results found an important incidence of psychological factors affecting student's educational efficiency. Based on the results from the behavioural and communication disorders questionnaire, psycho-communication factors were identified as important to the maintenance of communication disorders for four of the students whose academic results were gradually declining.