Summary The present study explores the effects of physiotherapy student characteristics on satisfaction with their learning and teaching and performance in assessment. It examines the influences on students' performance and contentment of their sex, disability, ethnicity, age, academic level and term, mode of study and entry qualification. It also investigates the relationship between student satisfaction and performance in terms of module grades. Survey data from 300 questionnaires completed by students attending nine physiotherapy modules and undertaking the BSc in physiotherapy at a British university were analysed. The research tool was reliable and student satisfaction levels were generally high with most of the nine physiotherapy modules examined. The study found no significant differences in performance in relation to disability, ethnicity, academic term, or full-time and part-time study modes. However, women performed significantly better than men, and there was a stepwise age gradient in accomplishments, with older people achieving better grades than younger students. Similarly, level 3 students scored higher than level 1 participants, and those with a prior degree entry qualification achieved higher grades than those with A-level or equivalent entries. For some of the demographic and educational-related parameters under study, there was a positive and parallel relation between total student satisfaction score and their module grades, and a similar one between the percentage of satisfied students attending a module and the mean overall grade achieved in the module. However, these relations were of small magnitude. On the basis of the findings and their probable explanations, it seems that age, sex and education are important predictors of achievement, since mature women with a prior degree performed better than traditionally aged males with A-level entries. The findings also highlight the importance of undertaking further research on developing and measuring satisfaction markers, where such indicators could act as advanced ‘radars', alerting educators to areas and programmes requiring attention. The present study explores the effects of physiotherapy student characteristics on satisfaction with their learning and teaching and performance in assessment. It examines the influences on students' performance and contentment of their sex, disability, ethnicity, age, academic level and term, mode of study and entry qualification. It also investigates the relationship between student satisfaction and performance in terms of module grades. Survey data from 300 questionnaires completed by students attending nine physiotherapy modules and undertaking the BSc in physiotherapy at a British university were analysed. The research tool was reliable and student satisfaction levels were generally high with most of the nine physiotherapy modules examined. The study found no significant differences in performance in relation to disability, ethnicity, academic term, or full-time and part-time study modes. However, women performed significantly better than men, and there was a stepwise age gradient in accomplishments, with older people achieving better grades than younger students. Similarly, level 3 students scored higher than level 1 participants, and those with a prior degree entry qualification achieved higher grades than those with A-level or equivalent entries. For some of the demographic and educational-related parameters under study, there was a positive and parallel relation between total student satisfaction score and their module grades, and a similar one between the percentage of satisfied students attending a module and the mean overall grade achieved in the module. However, these relations were of small magnitude. On the basis of the findings and their probable explanations, it seems that age, sex and education are important predictors of achievement, since mature women with a prior degree performed better than traditionally aged males with A-level entries. The findings also highlight the importance of undertaking further research on developing and measuring satisfaction markers, where such indicators could act as advanced ‘radars', alerting educators to areas and programmes requiring attention.