Several instruments exist to measure college adjustment: the Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1989), the College Adjustment Rating Scale (Zitzow, 1984), and the College Adjustment Scales (Anton & Reed, 1991). Of these, the SACQ is the most widely used and takes a multifaceted approach to measuring college adjustment, which is important given that many researchers "would advocate that [multiple] indicators be used simultaneously so a more comprehensive picture of a student's adjustment can be obtained" (Taylor & Pastor, 2007, p. 1003). Although the SACQ is highly valuable to research studies and demonstrates clinical utility, it is important to develop measures that are briefer and more accessible as it may be beneficial for students to be screened for adjustment concerns. College adjustment is useful as a predictor, mediating, and outcome variable, brief, accessible, user-friendly, easily interpretable, reliable, and valid measures of college adjustment become increasingly pertinent as an assessment tool to understand factors contributing to, explaining, and consequential to successful and poor adjustment. The College Adjustment Questionnaire (CAQ) was developed as a brief, reliable alternative, and the authors sought to establish the validity and reliability of this instrument with this study.