Background <p>As educational priorities increasingly emphasize higher-order cognitive skills over rote memorization, it has become essential to clarify how these competencies interact in young learners. To address this, the current study examines how primary school students’ problem-solving and decision-making skills mediate the relationship between their critical thinking dispositions and self-perceptions of success.</p> Method <p>The sample consisted of 285 third- and fourth-grade students in Türkiye, aged 8 to 10&#xa0;years, who were selected based on their enrollment status, absence of psychiatric diagnoses, and voluntary participation. Data were collected in person using paper-based surveys. Four instruments were administered: the Critical Thinking Dispositions Scale, the Problem-Solving Inventory for Children, the Decision-Making Skills Scale, and the Perception of Success Scale. Direct and indirect relationships between variables were assessed using path analysis. Bootstrapping procedures determined the statistical significance of the mediating effects.</p> Results <p>The indirect effects of decision-making and problem-solving skills on the relationship between critical thinking disposition and perception of success were statistically significant [<i>β</i> = .20, SE = .05 (95% CI = .095, .308)]. The results indicate that students with advanced critical thinking, problem-solving, and decision-making skills are more likely to perceive themselves as academically successful.</p> Conclusion <p>The study confirms that critical thinking, problem-solving, and decision-making are interconnected competencies that significantly predict students’ perceptions of success. These results support educational initiatives that prioritize higher-order cognitive abilities over basic knowledge retention. Ultimately, educators are encouraged to implement comprehensive curricula that simultaneously develop these skills to prepare students for real-world challenges.</p>