The purpose of this study was two-fold: to investigate whether there are correlation between and among academic overload, self-efficacy and perceived social support as predictors of academic adjustment among first year university students and to investigate the relative contribution of among academic overload, self-efficacy and perceived social support to academic adjustment among first year university students. The study employed the descriptive survey method to describe academic overload, self-efficacy and perceived social support as predictors of academic adjustment among first year university students. The sample of the study comprised of 178 (120 females. 58 males, Mean age = 18.2 years , SD = 0.82) students attending Faculty of Specific Education in Cairo University for the academic year 2017/2018. The study utilized questionnaires and instruments to measure psychosocial variables such as Academic overload, self-efficacy perceived social support, and academic adjustment. The correlation coefficient results revealed significant negative relationship between academic adjustment and Academic overload (r = -0.333), while the correlation coefficients were positive for self-efficacy (r = 0.404) and perceived social support (r = 0.391). Multiple regression was performed where relative contribution of the independent variables to the prediction were observed. Findings are discussed and implication of findings are included.