This study sought to evaluate the impact of orientation, general levels of adjustment, differences between orientation attending and non-attending students, and differences between faculty and student academic performance evaluations for freshmen at Slippery Rock University in Pennsylvania during the crucial first six weeks on campus. From a pool of 1400, 128 freshmen were randomly selected to complete a self-survey modeled from the Student Needs at Penn Sate, Millersville Assessment Program, and Student Attendance, Performance and Adjustment (SAPA) surveys. SAPA was also administered to faculty. Data were evaluated using T-test, correlation and frequency distributions. A majority of students (more than 70%) believed that orientation prepared them for most challenges except registration for classes and meeting faculty. Among respondents, 29% disagreed with the statement that "I rarely am homesick", indicating that homesickness is common. In fact, 9% said that they were considering leaving school. No significant differences were found in the adjustment of orientation attenders and non-attenders. The SAPA survey of faculty revealed large discrepancies between student self-assessment and faculty assessment. For example, only 28% of students identified by professors as having poor study habits said their study habits were not at college level. Included are 7 references. (DB)