This study examines the relationship between the perceptions of undergraduate black students of their adjustment to a predominantly white university and levels of academic success. It is hypothesized that there would be no significant relationship between adjustment to college as measured by the Student Adaptation to College Questionnaire (SACQ) and academic success as measured by college grade point average (GPA), and that no SACQ subscales would predict academic success for males or females. The sample includes 23 black female freshmen and 6 black male freshmen at a mid-sized midwestern university. The findings support the validation of the SACQ responses as significant predictors of academic success. The results support neither the initial hypothesis nor the second hypothesis, since multiple regression analysis reveals the academic adjustment subscale as the significant predictor of GPA for female students, and the personal-emotional adjustment subscale as the significant predictor of academic success for male students. The paper discusses implications for counseling practice. The study highlights students as the most accurate evaluators of their own college experience. Study data are presented in three tables. A list of 28 references is included. (SLD)