The purpose of this study was to examine the predictability of selected cognitive and non-cognitive factors on the academic achievement of first-year college students. Data were collected from over 150 freshman students enrolled at a Historically Black College and University located in the southern region of the United States. Data were examined using detailed predictors from the 2018-2019 academic school year beginning the fall through the spring semesters. The cognitive and non-cognitive predictors included high school grade point averages, first-year GPAs, ACT/SAT scores, academic majors (STEM/non-STEM), gender, age, residence status, and the number of scholarships/grants status. In this study, the researcher highlighted the impact of university support needed to increase the academic achievement of college freshmen. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]