The purpose of this study was to investigate the relationship between the perceptions of black undergraduate students of their adjustment to a predominantly white university and academic success. The responses of a sample of 29 black freshman education majors at a midwestern university on the Student Adaptation to College Questionnaire (SACQ) were correlated with the students' grade point averages (GPA) using multiple regression analyses. Twenty-three of the students were female and six were male. The following findings are presented: (1) total SACQ scores were significantly related to GPAs; (2) scores on the academic adjustment subscale were significantly related to GPA for females; and (3) scores on the personal-emotional adjustment subscale were significantly related to GPA for males. The findings suggest that personal counseling, tutoring, and general skill-building would be appropriate activities to support black female students, while peer/mentor support activities would be appropriate for black males. Statistical data are presented in three tables. A list of 28 references is appended. (FMW)