In an early college high school setting, students are subject to varying academic, social and contextual demands of a higher educational environment. In a strength-based study of 136 diverse early college high school students, this research explored the relationship of internal and external developmental assets to adaptive functioning of participants in this academic setting. In adolescent studies, researchers found that high levels of assets favorably affected adaptive functioning (Scales, Benson, Leffert, & Blyth, 2000). As indicators of adaptive functioning, competency studies linked factors of resilience to positive adaptation in various contexts (Masten & Coatsworth, 1998; Luthar, Cicchetti, & Becker, 2000; Seidman et al., 1999; Wyman, 2003). The purpose of this study was to investigate assets most predictive of three domains of adaptation: resilience, academic functioning, and social adaptation and engagement. Consenting participants in Grades 9-11 of an early college high school completed asset profiles and measures of resilience across two semesters, with a social interaction survey at five intervals during the school year. Academic measures were teacher rating scales and semester grade transcripts. Adaptability was predicted by a composite of measures in a model of overall resilience. Results of multiple regression analyses revealed internal assets were most significantly predictive of adaptation, accounting for moderate to large proportions of the variance in adaptive processes. This study provides supporting research for the efficacy of addressing assets and resilience in adolescent adaptation, with implications and recommendations for counselors and educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]