This investigation explored relationships between four determinants of first-semester undergraduate academic achievement derived from Holland's (1973) theory of vocational development. Groups of 438 male and 468 female students completed the Strong-Campbell Interest Inventory and were categorized in terms of congruency, consistency, differentiation, and modal personality type. Undergraduates with congruent college-major choices enjoyed greater academic success than students with incongruent choices. Students with high- and low-consistency personal orientation codes outperformed students with moderately consistent codes. Freshman with clearly differentiated personality profiles outperformed students with nondifferentiated profiles. The order of mean gradepoint averages for the modal personality types was not significantly correlated with Holland's predicted ordering.