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At one point, she believed GMAT wasn’t for her. After scoring 595, self-doubt crept in and she questioned her potential. But instead of quitting, she made the right strategic changes. The result? A remarkable comeback to 695. Check out how Saakshi did it.
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Why Comparing Your Study Timeline to Someone Else's Can Set You Back
One of the most common ways students undermine their own preparation is by comparing their study timeline to someone else's. You see a post from someone who studied for three months and hit their target score, and suddenly your five-month plan feels like a sign that something is wrong. Or you hear about someone who was scoring well after just a few weeks, and you start wondering whether you're falling behind. These comparisons feel informative, but they almost always do more harm than good.
Here's why: every student's starting point is different. Two people can begin studying on the same day and have vastly different foundations. One might have a strong quantitative background and solid reading habits. The other might not have done math in a decade and may need to rebuild core skills from scratch. Comparing their timelines tells you nothing useful, because the amount of ground each person needs to cover is completely different. A three-month timeline for one student might represent the same amount of actual learning as a seven-month timeline for another.
What makes this comparison especially damaging is that it shifts your attention away from the only thing that matters: whether your skills are actually developing. When you start measuring your progress by time rather than by mastery, you begin making decisions based on urgency instead of readiness. You rush through foundational material because you feel like you should be further along. You move to harder content before you've truly mastered the basics. You take practice tests earlier than you should, hoping to confirm that you're on track, and then feel discouraged when the scores don't reflect what you want them to.
I see this pattern regularly, and it almost always leads to the same outcome: students push forward prematurely, develop gaps in their understanding, and then they plateau. The irony is that the comparison that was supposed to motivate them actually slows them down, because rushing creates problems that take even more time to fix later.
The reality is that your study timeline is shaped by factors that are specific to you: your starting skill level, how much time you can study each day, how quickly you absorb and retain new concepts, and how effectively you review and correct mistakes. None of those factors are visible in someone else's three-sentence success story. When someone says they studied for two months and reached their goal, you're seeing the outcome without any of the context that explains it.
If you want to measure your progress, focus on what's actually within your control. Are you consistently mastering topics before moving to new ones? Is your accuracy improving at each difficulty level? Can you solve problems using a clear, repeatable approach rather than relying on guesswork? These indicators tell you whether you're genuinely advancing, regardless of how long it takes.
Some students need three months. Some need six or more. The length of your preparation doesn't determine your outcome; what you do with that time does. A student who spends eight months building deep, lasting understanding will almost always outperform a student who rushes through the same material in three months, with gaps and shaky fundamentals.
The most productive thing you can do is stop tracking your timeline against anyone else's and start tracking it against your own skill development. If your skills are growing and your accuracy is improving, you're on the right path, no matter how long it takes. And if they're not, no amount of comparing timelines will fix that — only focused, honest work on your weaknesses will.
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