This study examined quality of life and deep learning among 109 veterinary medicine students across three cohorts (2021–2023) in an integrated modular curriculum in Portugal. Quality of life was measured three times per academic year using the WHOQOL-BREF, whereas deep learning was assessed twice yearly via assessment tests. The results revealed consistently low scores in the psychological domain of the quality-of-life assessment and a noticeable decline in both quality of life and assessment tests during the second year. These findings highlight the need to monitor student well-being and adapt teaching strategies to sustain motivation and academic success.