Statistical analysis was used to evaluate relationships between students’ overall and course performances in a multi-disciplinary undergraduate engineering program. 319 students admitted during 1999–2009 were considered. 6 courses in mathematics, 4 in physical-sciences and 3 in life-sciences were analyzed.The difference between program and course performances was less than ±0.5 grade point average for 75%, 63% and 58% students, respectively, in mathematics, physical-sciences and life-sciences. Respective coefficients of correlation were 0.85, 0.76 and 0.79. The women sub-group achieved closer relationships.The analysis suggests that performance in mathematics courses could indicate the trend toward overall performance in the engineering program.