The delay in completing graduate studies in programs is crucial for higher education institutions. Global research has focused on the relevance of timely graduation, which is essential to academic accreditation processes. Institutions are interested in implementing tactics to reduce this delay, considering an approach based on analyzing the risk factors that impact student progress. This study presents a descriptive analysis that explores the interrelationship between student characteristics, such as gender and age, and program aspects, such as duration and modality. The analysis takes a sample of engineering students (1257/1496 records) from the last five years and documents the risk elements that play an essential role in explaining the reasons behind graduation delays. Findings reveal that students who do not pass their first thesis project face a significant extension in their graduation time. Among the factors influencing this delay are individual peculiarities, such as gender (with a minor impact), students’ educational background (previous education, pass rate, with substantial implications), and institutional context (program type, location, with a moderate impact). The results highlight the need to support students in improving their academic performance, avoiding unnecessary delays in obtaining the degree, and for institutions to seek strategies that promote efficient progression toward graduation.