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The paper aims to identify the predictors of Problem solving ability in The learning environment in the light of Mindfulness, Types of Cognitive Load, Academic Self-efficacy expectation and Goal Orientations, and to check the structural model that explains the direct and indirect effects of the resulting predictors for such ability. The findings of the study indicate the validity of the above model as applied to (200) females at the first year in the Faculty of Education, Suez University, who received the standardized tools. The findings showed that there is a match between for the structural model indicators with the results of some previous studies of the research sample in light of Problem solving ability in learning environment predictors. The direct and indirect effects of these predictors have been explained in light of the results of previous studies. [ABSTRACT FROM AUTHOR]