This study seeks to examine whether and to what extent general personality traits based on the Big Five model (McCrae & Costa, 2003) and students' adjustment to college as measured by the Student Adaptation to College Questionnaire (Baker & Siryk, 1999) correlate with and explain unique variance of academic achievement and engineering identity among undergraduate engineering students. Correlational analysis revealed moderate positive relationships between engineering identity and academic, social, personal-emotional, and institutional adjustment as well as small positive relationships between engineering identity and personality traits of Extroversion and Conscientiousness. College adjustment explained 10% of the variance in academic achievement and 17% of the variance in engineering identity scores, whereas personality traits of Neuroticism and Extraversion explained 2% of the variance in GPA. The purpose of the present study is to help college engineering students to develop a comprehensive understanding of their strengths and weaknesses, critical for their personal and professional development as engineers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]