We examined the higher education (HE) socialisation process via the self-determination theory (SDT) perspective over a three-year period. Goal motives and learning climate (autonomy vs. control) were compared among freshmen, sophomore, junior, senior, and graduate cohorts for the study period. Multivariate analysis of variance (MANOVA) outcome on goal motives and the learning climate supports the natural socialisation process in the HE settings. Graduate and upper-division cohorts exhibit high-quality motives (high self-regulation) and experience higher autonomy support than the lower-division cohorts. Regression analysis revealed that goal motives and college satisfaction mediate the effect of learning climate on academic performance. While the socialisation processes and satisfaction are important determinants of academic success, different motivational systems are necessary for the successful progression of students to degree completion in HE.