This study aims to analyze the partial and simultaneous influence of learning interest and learning creativity on students’ academic achievement in Calculus courses. Employing an ex post facto design with a correlational approach, the research was conducted at UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan, North Sumatra, Indonesia. A total of 30 students were selected as participants through simple random sampling. Data were collected using three instruments: a Calculus achievement test, a learning interest questionnaire, and a learning creativity questionnaire. Data analysis was carried out using both descriptive and inferential statistics, specifically multiple linear regression. The findings reveal three key results: (1) learning interest significantly affects Calculus achievement (t<sub>calculated</sub> = 4.392 > t<sub>table</sub> = 1.669); (2) learning creativity also significantly influences Calculus achievement (t<sub>calculated</sub> = 3.102 > t<sub>table</sub> = 1.669); and (3) learning interest and creativity together have a positive and statistically significant combined effect on Calculus achievement (p < 0.05). The regression model obtained is Y = 22.044 + 0.502X₁ + 0.120X₂, indicating that an increase in either learning interest or learning creativity is associated with higher Calculus performance. The standardized coefficients further suggest that learning interest has a stronger predictive power than learning creativity in this context. These results underscore the critical role of affective and cognitive engagement in mathematics education, particularly in challenging courses like Calculus. Therefore, educators are encouraged to design instructional strategies that foster students’ intrinsic motivation and creative thinking to enhance academic outcomes. Integrating active learning methods, open-ended problem-solving tasks, and student-centered approaches may effectively cultivate both interest and creativity, thereby improving Calculus achievement among undergraduate students.