Research has discovered that underprepared students are more likely to exhibit an external locus of control and low self-efficacy than those considered prepared. What differences exist between prepared and underprepared college students that may account for the variation in college performance? The objective of this study was to explore differences in personality traits and perceived academic needs between prepared and underprepared first-year college students to improve teaching strategies for instructors of underprepared students and provide insight to administrators and co-curricular educators that work with this population. Consistent with the study hypotheses, underprepared students demonstrated different academic needs and personality traits compared to prepared students. These findings indicate that there are social support needs and dispositional issues that impact academic outcomes in this population. These needs can be addressed through administrative support for increased emphasis on career counseling and greater social and emotional supports through mentoring programs. Underprepared students can succeed when provided with support systems that allow them to lend their commitment and diverse perspectives to the college community.