The purpose of this project is to explore the relationship among trauma history, attachment style, quality of emotion regulation abilities, and overall college adjustment in a college student population. The variables of closeness, dependency, and anxiety are believed to reflect the quality of attachment style. The facts of academic adjustment, social adjustment, emotional adjustment, and institutional adjustment reflect components of overall college adjustment. This study explored the effects of the combination of trauma history, attachment style, and emotion regulation abilities on academic, social, emotional, and institutional college adjustment for female students. Participants included 68 female college students from a metropolitan Midwest university ranging in academic grade from freshman students to senior students. Their ages ranged between 18 and 43. Students in their freshman to senior year of undergraduate studies participated. Results indicated inconsistent findings with my hypotheses. Consistent with my predictions and with previous research, emotion regulation abilities were found to be positively correlated with all facets of college adjustment. In addition, my study found that closeness attachment style also significantly contributed to the prediction of academic adjustment. Implications of these results as well as clinical considerations are discussed. [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.]