Academic Burnout has become an important concern in higher education, particularly among postgraduate students who often face demanding academic responsibilities and performance expectations. The present study examined academic burnout and its association with academic performance among postgraduate students. A descriptive correlational research design was adopted. The sample consisted of 200 postgraduate students from Gauhati University, Assam, comprising 100 Arts and 100 Science students selected through stratified random sampling. Academic Burnout was assessed using a self-structured 30-item Academic Burnout Scale, while previous semester CGPA was used as an indicator of academic performance. Descriptive statistics, Spearman’s rank-order correlation, Mann-Whitney U test and multinomial logistic regression were used for data analysis. The mean academic burnout score was 84.29 (SD = 22.95). A significant moderate negative relationship was found between academic burnout and academic performance (ρ = -0.408, p < .001). Multinomial logistic regression showed that academic burnout significantly predicted academic performance categories, particularly the 4.5-5.4 (OR = 1.203, p = .025) and 5.5-6.4 (OR = 1.113, p = .011) CGPA categories relative to the 8.5-10 reference category. A significant difference in burnout was also found between Arts and Science students (U = 7049.00, Z = 5.008, p < .001, r = .35) with science students reporting highest burnout. Academic burnout was significantly associated with academic performance and was particularly related to lower CGPA categories. The higher burnout observed among science students also suggests the need to consider academic- stream differences when planning student support. Universities may benefit from strengthening academic counselling, stress management support and learning environments that promote students’ academic and psychological well-being.