Student-faculty interactions and college adjustment were analyzed as predictors of academic achievement. Participants included undergraduate freshmen enrolled in an Introduction to Psychology course (N = 86) from a large university in the southeastern United States. It was hypothesized that student-faculty interactions and college adjustment would predict academic achievement, and that student-faculty interactions would be a greater predictor than college adjustment. A hierarchical multiple regression model was analyzed and the model was not significant as a predictor of academic achievement. Further analysis determined that a significant correlation existed between college adjustment and academic achievement. Together, these findings suggest that student-faculty interactions and college adjustment combined are not predictors of academic achievement. However, college adjustment was a significant contributor to academic achievement within this study.