The success of learning analytics in improving higher education students’ learning has yet to be proven systematically and based on rigorous empirical findings. Only a few works have tried to address this but limited evidence is shown. This chapter aims to form a critical reflection on empirical evidence demonstrating how learning analytics have been successful in facilitating study success in continuation and completion of students’ university courses. We present a critical reflection on empirical evidence linking study success and LA. Literature review contributions to learning analytics were first analysed, followed by individual experimental case studies containing research findings and empirical conclusions. Findings are reported focussing on positive evidence on the use of learning analytics to support study success, insufficient evidence on the use of learning analytics and link between learning analytics and intervention measures to facilitate study success.