Successful first-year college experiences require transitioning from comfortable high school habits to new, and sometimes difficult, college standards. Academically underprepared students bear an additional transitional burden during this time; they must successfully complete remedial courses before they can move into major coursework. Many of these students fail to complete this additional transition. Therefore, there is a need to better understand predictors of their academic performance to help them overcome transition. This study examined the effect of demographic, cognitive, and non-cognitive variables as predictors of the fall and spring semester GPAs and credit hours earned among a sample of 510 specially admitted first-year college students. Findings indicated that non-cognitive predictors of academic behavior, time management, and academic integration improved the prediction of academic performance at different points of the academic year. Implications for research and practice are discussed.