This mixed-method study assessed the effectiveness of a First-Year Seminar (FYS) course on students' successful accomplishment of learning outcomes that can be used beyond graduation: motivation, time-management, and decision-making. Students' quantitative responses indicated that the course had the highest impact on their motivation (M = 4.43, SD = 0.74), followed by the impact on effective decision making (M = 4.18, SD = 0.83), and the effect on time-management skills (M = 4.08, SD = 0.90). These findings were further expanded by students' qualitative responses identifying the biggest barriers to successful development and implementation of these three competences. Limitations and recommendations for future research are discussed. [For the complete proceedings, see ED590245.]