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Objective. To investigate empathy, burnout, and attachment style, and to explore the relationships between these variables and academic satisfaction in a group of pharmacy students.Methods. This cross-sectional study included 410 pharmacy students. Students enrolled in the first 2 years (Group 1, n=200) and the last 2 years (Group 2, n=210) of the program were invited to participate. The data collected comprised sociodemographic characteristics; the Portuguese version of the Interpersonal Reactivity Index (IRI) to assess empathy levels; the Maslach Burnout Inventory (MBI) to measure Emotional Exhaustion, Depersonalization, and Personal Accomplishment; the Adult Attachment Scale (AAS) to evaluate students' attachment style; and an original academic satisfaction scale.Results. Although both groups revealed similar levels of empathy, female students showed higher scores in the IRI subscales (p<.001, p=.006, and p=.001) and in Emotional Exhaustion (p=.017). Students included in Group 2 presented significantly higher Depersonalization scores (p=.006). Overall, students reported that they were satisfied with the quality of their academic experience, with a statistically higher (p=.003) score in Group 1. Attachment styles explained 14% of students' Depersonalization and academic satisfaction (11%).Burnout dimensions explained 39% of students' academic satisfaction. Conclusions.Pharmacy students declared to be overall satisfied with their academic life. However, burnout negatively influences their satisfaction at the end of their education. The type of interpersonal relationship influences the ability to understand patients and the quality of the learning experience. Students showed an important burnout level underscoring the need for preventive and restorative interventions.