A moderation-mediation model was constructed to examine relationships among adolescents' cognitive "habitus" (their cognitive dispositions), learning environments, affective outcomes of schooling, and young adults' educational attainment. Data were collected as part of a longitudinal survey of Australian youth (4,171 females, 3,718 males). The findings from the secondary analysis indicated that when cognitive "habitus" was defined conjointly by academic achievement and cognitive attitudes to school: (1) adolescents' cognitive "habitus", learning environments, and affective outcomes combined to have a large association with young adults' educational attainment; (2) relationships among adolescents' learning environments, affective outcomes of schooling, and young adults' educational attainment were moderated by adolescents' cognitive "habitus"; (3) the relationships between adolescents' cognitive "habitus" and young adults' educational attainment were mediated, in part, by adolescents' learning environments and affective outcomes; and (4) there were cognitive "habitus" differences in the linear and curvilinear nature of the relationships among adolescents' learning environments, affective outcomes of schooling, and young adults' educational attainment.