Newcomer adjustment, the process an individual goes through within the first year at a new organization, can be a challenging transition for traditionally aged recent college graduates. Unsuccessful adjustment can have profound negative consequences for young adults, organizations, and undergraduate institutions. Gaps exist in the human resource development (HRD) and undergraduate education literature leaving practitioners in both fields unsure of how to address this problem. Research regarding individual psychological capital (PsyCap) and proactive behaviors offer new perspectives that enhance understanding of newcomer adjustment and guide practice. In this integrative literature review we present a synthesis of research demonstrating positive interrelationships among PsyCap, proactive behaviors, and newcomer adjustment outcomes such as job performance, job satisfaction, and organizational commitment. Based on the outcomes we offer a model of newcomer adjustment that can guide researchers and practitioners in HRD and undergraduate education in working together to promote successful newcomer adjustment among recent college graduates.