This annual report goes beyond the usual metrics of standardized test scores and high school transcripts to explore a wide range of non-cognitive attitudes that influence college readiness, such as students' levels of self-discipline and confidence in their abilities. The report is based on student survey responses drawn from a sizable national sample of entering undergraduates in 2012. Among the highlights: (1) Nearly 30 percent of incoming freshmen nationally in 2012 reported they "usually get bored and quit after a few minutes" when they try to study; (2) Only 59 percent of incoming freshmen reported that they have developed a solid system of self-discipline for keeping up with schoolwork; (3) Nearly 60 percent of incoming freshmen expressed openness to receiving help with improving their study habits; (4) Fully 45 percent of today's incoming freshmen nationally agreed with the statement, "Math has always been a challenge for me"; (5) Only 42 percent of incoming, first-generation freshmen indicated, "I have a very good grasp of the scientific ideas I've studied in school"; (6) Nearly half (49 percent) of incoming freshmen indicated being receptive to help with improving their math skills; (7) Nearly one-quarter (23 percent) of incoming male freshmen wondered if a college education "is really worth all the time, money, and effort"; (8) Three-quarters (75 percent) of incoming freshmen ages 25 and older reported being settled on their career direction vs. fewer than two-thirds (64 percent) of traditional-age freshmen; and (9) Almost 40 percent of incoming, first-generation freshmen indicated they had "very distracting and troublesome" financial problems--a proportion that has generally held steady over the last six years. Appended are: (1) Reflections and actions to consider; and (2) Additional findings. [For prior year report, "National Freshman Attitudes Report, 2012. An Exploration of Attitudes That Influence Student Success. Seventh Annual National Research Study," see ED536691.]