This study examines burnout and engagement in university students from Spain (n=623), Portugal (n=727), and the Netherlands (n=311). Confirmatory factor analyses showed that the three-factor structures of the adapted Maslach Burnout Inventory (MBI) for students (Exhaustion, Cynicism, Reduced Efficacy) and the Utrecht Work Engagement Scale (UWES) for students (Vigor, Dedication, Absorption) fit the data of each sample. However, most factor loadings of the MBI were not invariant across all samples. The UWES showed slightly better invariance, with Absorption being invariant in all samples and Vigor in two. Burnout and engagement subscales were negatively correlated. Efficacy and Vigor were positively related to academic performance. The study tested six hypotheses, confirming that the three-factor structures of the MBI-SS and UWES-S fit the data of each sample. However, the factor structures were not invariant across all samples. Burnout and engagement scales were moderately negatively correlated. Academic performance was positively related to engagement and negatively related to burnout. The study highlights the importance of considering cultural differences in cross-national research on burnout and engagement.This study examines burnout and engagement in university students from Spain (n=623), Portugal (n=727), and the Netherlands (n=311). Confirmatory factor analyses showed that the three-factor structures of the adapted Maslach Burnout Inventory (MBI) for students (Exhaustion, Cynicism, Reduced Efficacy) and the Utrecht Work Engagement Scale (UWES) for students (Vigor, Dedication, Absorption) fit the data of each sample. However, most factor loadings of the MBI were not invariant across all samples. The UWES showed slightly better invariance, with Absorption being invariant in all samples and Vigor in two. Burnout and engagement subscales were negatively correlated. Efficacy and Vigor were positively related to academic performance. The study tested six hypotheses, confirming that the three-factor structures of the MBI-SS and UWES-S fit the data of each sample. However, the factor structures were not invariant across all samples. Burnout and engagement scales were moderately negatively correlated. Academic performance was positively related to engagement and negatively related to burnout. The study highlights the importance of considering cultural differences in cross-national research on burnout and engagement.