Despite vast research on transitioning to higher education and student diversity, little longitudinal evidence exists of how individual differences of first-year students predict their graduation times. The present study explored the relation between first-year students' study profiles and graduation times in two different disciplines, by following the same students' (N = 65) study progress for six years using student records data. Profiling students was based on student interviews. Statistical analysis of time to degree completion was conducted using event history analysis. The results revealed that first-study-year study profiles clearly predict graduation times and degree completion. Disciplinary differences existed between graduation times, which may be explained by the different structures of the disciplines. The results imply that individual students need tailored support at different phases of their studies.