The impact of socioeconomic status on the successful transition to academic life for ?college students has been extensively analyzed. This study focuses on exploring personal ?and socioeconomic variables that contribute to the successful transition of Arab students ?to college study. The study delves into the examination of family income, students' ?expatriation, parental academic support, family residence, pre-entry skills, and study ?challenges, elucidating their interrelationships and their collective impact on the success ?of students in their first year of college study. By considering mediation and moderation ?effects, the study constructs and investigates a structural model comprising 6 hypotheses ?that elucidate the influencing indicators on college students' academic achievements. ?The study is grounded in a sample of 1267 first-year students at an Egyptian university. ?Through measurement and structural analyses, the model revealed support for five ?hypotheses, while one hypothesis was rejected. Regarding the impact of parents' ?academic assistance on students' success in the first year of college, the findings reveal ?no mediating effect of study challenges in this relationship. Nevertheless, the study ?uncovered a complementary partial mediating role of students' skills in the context of ?college admission. When examining the impact of family income on students' success, ?the results indicated a full mediation effect of study challenges and a complementary ?partial mediating role of students' pre-entry skills. Furthermore, the study identified two ?suggested moderation effects related to students' expatriation and family residence, ?highlighting their role in the mutual influences among family income, study challenges, ?and students' success. The research findings led to the discussion of several implications, ?and recommendations were put forward, emphasizing the importance of academic ?advising programs for economically and culturally disadvantaged students.