Internal working models of social relationships are based on the earliest attachment bonds we make with caregivers (Bowlby, 1969, 1973), and relate to a number of later outcomes in childhood, adolescence and adulthood. In education, attachment styles map on to young children's educational journey but finding evidence in older groups has been harder (Hagenauer & Volet, 2014). However, transitioning to university is a time of stress and challenge where we might expect to see attachment mechanisms activated. Therefore, the objective of the two studies reported here was to explore the relationship between attachment and academic outcomes in university students during their first year. Study 1 assessed 387 students (71 per cent female) in the first month of arrival on maternal attachment; attachment to a school teacher; and their current emotions. The second study assessed 91 students (74 per cent female) later in their first year on: measures of student-instructor relationships; adjustment; engagement; academic locus of control; and self-rated attendance at seminars and lectures. Findings from correlational and regression analyses suggest that there are relationships between attachment and student outcomes, with likely implications for university teaching staff and support services.