Objective: The current study examines the relationship between polyvictimization and academic performance in college across gender and sexual identity. Participants: Participants were from the Spring 2019 administration of the American College Health Association's National College Health Assessment-II. Methods: Multinomial logistic regression models and negative binomial regression models with and without interaction terms were used to explore if gender and sexual identity are related to academic performance, and if they are differentially related to academic performance when experiencing polyvictimization. Results: The effects of polyvictimization on academic performance are largely similar across all groups, but those identifying as trans/non-binary + and those identifying as a sexual minority had the greatest probability of experiencing academic performance issues. When the effects are different, they show a stronger association for students who are heterosexual and students who are cisgender. Conclusions: These similarities suggest that a need exists to target all students at risk for polyvictimization for intervention efforts.