Abstract: The aim of this study was to identify decision-making patterns exhibited by university students in a simulated educational environment and to analyse the relationship between experienced difficulties and preferred forms of support in the process of studying. Material and methods: The research was conducted as an exploratory empirical study using an original educational simulation game called Studia+. In this simulation, studying was conceptualised as a sequence of decisions made by students across seven areas of academic functioning, including study goals, modes of action, resource management, perceived difficulties, and preferred forms of support. The study involved 161 university students. Data were analysed using descriptive statistics and tests of association between selected decision domains. Results: The results revealed a very high level of individualisation in complete decisionmaking paths, with 148 unique configurations identified among 154 complete responses. Despite this diversity, recurring decision cores were observed, particularly in relation to competence-oriented study goals and preferred modes of action. A statistically significant relationship was also found between experienced difficulties (e.g., procrastination, burnout) and preferred forms of support, such as internships, mentoring, and peer support. Conclusions: The findings suggest that studying should be understood as a dynamic decision-making process in which students construct individual strategies for functioning in the academic environment. The use of an educational simulation game as a research tool enables deeper exploration of the studying experience and may support the design of more personalised forms of student support in higher education.