The purpose of this study was to in vestigate academic adjustment problems of first yearrnMadawalabu University students. The study was conducted on 2 17 (49 female and 168rnmale) first year undergraduate students and six informants (four faculty deans, registrarrnofficer, and health/clinic officer) who were purpose ly se lected. Student Adaptation tornCollege Questionnaire (SACQ) and interview guide were used to collect data fromrnparticipants. The data were analyzed quantitatively and qualitatively. The results of thernstudy revealed that psychosocial adjustment and institutional/goal commitment j ointlyrnaccounted for 40% of the variance in students' academic adjustment. However, the solerncontribution of soc ial influence was higher '(27%) than other variables. Results fromrninterviews and open ended question showed institutional related factors like prob lems ofrnfaci lities/services, educational reso urces, and students' lack of readiness, discrepancyrnbetween their expectations, etc. are adverse ly affecting students' academic adjustment.rnOn the other hand, majorities of the students were with moderate level of academicrnadj ustment and male students were better adjusted than female students. One-wayrnANOYA revealed that statistica lly significant mean difference in students' academicrnadj ustment between faculti es/schools was not found. In conclusion, first year students'rnacademic adjustment problems were resulted from psychosocial problems, students' lackrnof institutional/goal commitment, problems related to un iversity fac il ities, limitedrneducational resources and some students' related problems.