This study aims to analyze the biological rhythm and academic achievement of university students studying in morning and evening education programs. This is a descriptive study. Its sample group consists of 777 nursing students. “The form for inspection by variables”, “Morningness-Eveningness Questionnaire”, “Biological Rhythms Interview of Assessment Scale” and “Perceived Achievement Assessment Scale” were used in data collection. 71% of the students receiving morning education were of moderate type in terms of morningness-eveningness and had a biological rhythm scale score of 49.30±7.27. Their achievement score was 2.51±0.47 and they assessed themselves as having moderate achievement. 69% of the students receiving evening education were of moderate type in terms of morningness-eveningness and they had a rhythm scale score of 50.26±7.68. Their academic achievement score was 2.42±0.47 and they assessed themselves as having moderate achievement. Most of the students had intermediate-type and irregular biological rhythms. Morning education students have higher academic achievement scores than evening education students; however, perceived academic achievement is average in both groups. As the academic success, sleep, and eating habits of evening education students are negatively affected, education should be carried out during the daytime.