This study examines key factors associated with low student performance in the 2022 PISA (Programme for International Student Assessment). The research employs an exploratory sequential mixed-methods design. The first phase involved a qualitative thematic analysis of key education documents, including policy analyses, OECD reports, and recent PISA-related case studies, to identify key themes influencing underperformance. The second phase involved a quantitative analysis of PISA 2022 microdata using multiple linear regression, Pearson correlation, and descriptive statistics methods. The findings revealed eight key themes associated with low student performance in the PISA 2022 assessments. At the family level, Parental involvement and socioeconomic status dominated. School resources/teacher training and learning environment represented institutional factors, Education policy and governance, teacher training, alongside student motivation represented system-level factors. Home and economic factors were determinable factors to success. The policy must focus on equity of resources and better learning conditions, particularly in disadvantaged communities