The present study sought to explore the lesser-known dark side of flow in academics. Although flow is typically viewed as a positive experience, its outcomes are not always beneficial. In order to carry out this endeavor, a sequential explanatory design was utilized to assess the potential negative consequences associated with flow in the domain of academia. Participants consisted of students attending a large university in the Midwest (N = 285). Quantitative data were collected using an online survey platform consisting of a demographics page and measures that assessed for flow, academic motivation, study addiction, dissociative experiences, and domains of psychological well-being. Qualitative data were collected from a semi-structured interview in which a small subset of participants completed (N = 6). The results provided support for the argument that flow can result in both positive and negative outcomes in academic contexts. Quantitative analyses revealed that flow was associated with greater perceptions of psychological well-being and more intrinsic subtypes of academic motivation, although there was no support for its association with dissociative experiences. Qualitative findings revealed that some students do believe they can study to the point that it can be detrimental. The limitations and implications of the present study are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]