This study explored the influence of orientation programming on the academic and social adjustment of newly admitted undergraduate students during the fall semester 2006. Participants in this study included first-years and transfers enrolled in a large, public, predominantly White institution in the Southeastern part of the United States. When compared to new first-year students, transfer students were significantly more likely to agree that orientation was successful in helping them adjust academically but not socially. Other results showed that, when compared to White students, students of color were more likely to credit orientation programming with helping them socially adjust to the campus environment. Implications for researchers and practitioners are discussed. (Contains 3 tables and 1 figure.)