The Mini-Mental State Examination (MMSE) was applied to 530 individuals, classified by age and education level, to assess cognitive performance in our population. The study found that age did not significantly affect scores, but education level did, with statistically significant differences (p < 0.0001) between the four levels of education: illiterate, low, medium, and high. Cut-off values were determined based on the 5th percentile of the lower tail of the score distribution: 13 for illiterate, 18 for low and medium, and 26 for high education. When compared to 94 individuals with confirmed cognitive impairment, these cut-off values achieved high sensitivity and specificity. For illiterate individuals, sensitivity was 82.4% and specificity 97.5%; for low and medium education, sensitivity was 75.6% and 96.6% respectively, and specificity 96.6% and 95.6%. The study emphasizes the need for education-specific cut-off values to minimize diagnostic errors. The MMSE is a simple, quick, and reliable test suitable for use by non-specialists. The study highlights the importance of education in cognitive performance and the need for tailored cut-off values to accurately diagnose cognitive impairment in different educational groups. The results suggest that the MMSE is a valuable tool for assessing cognitive function in diverse populations, particularly in low educational groups where diagnostic errors are more likely. The study also notes that age did not significantly affect scores, contrary to some previous studies. The findings support the use of education-specific cut-off values for the MMSE to improve diagnostic accuracy.The Mini-Mental State Examination (MMSE) was applied to 530 individuals, classified by age and education level, to assess cognitive performance in our population. The study found that age did not significantly affect scores, but education level did, with statistically significant differences (p < 0.0001) between the four levels of education: illiterate, low, medium, and high. Cut-off values were determined based on the 5th percentile of the lower tail of the score distribution: 13 for illiterate, 18 for low and medium, and 26 for high education. When compared to 94 individuals with confirmed cognitive impairment, these cut-off values achieved high sensitivity and specificity. For illiterate individuals, sensitivity was 82.4% and specificity 97.5%; for low and medium education, sensitivity was 75.6% and 96.6% respectively, and specificity 96.6% and 95.6%. The study emphasizes the need for education-specific cut-off values to minimize diagnostic errors. The MMSE is a simple, quick, and reliable test suitable for use by non-specialists. The study highlights the importance of education in cognitive performance and the need for tailored cut-off values to accurately diagnose cognitive impairment in different educational groups. The results suggest that the MMSE is a valuable tool for assessing cognitive function in diverse populations, particularly in low educational groups where diagnostic errors are more likely. The study also notes that age did not significantly affect scores, contrary to some previous studies. The findings support the use of education-specific cut-off values for the MMSE to improve diagnostic accuracy.