This study explores the relationship among student college attainment and the variables mathematical thinking, analytical thinking, language structure, reading comprehension, mathematics result, physics result, written language (Spanish), and English as a foreign language. Method: The participants were 130 students enrolled in an undergraduate 4-year program at a University who started in 2014. Mann-Whitney, t, and chi-square tests were used, to compare the attributes of the students in two groups: (1) completed students and (2) students who dropped out. Additionally, a logistic regression model was carried out to predict the probability of student academic success based on the variables measured by the admission exam EXANI-II of CENEVAL. Results and Discussion: The findings indicate that in all the variables analyzed there were differences in favor of the group formed by students who did graduate compared to those who did not. On the other hand, only the mathematics report (p = 0.013) and the written language report (p = 0.029) were significant to predict the probability of graduation of the students. The authors identified that mathematics and written language are variables that affect students' academic attainment. Conclusion: It is necessary to recognize that there are inequalities in the conditions of students entering university. For this reason, consideration should be given to the creation of academic support and inclusion programs that stimulate the integral development of the student from before entering the first semester. It is also important to periodically quantify and analyze student progress to implement the necessary strategies and continually follow up their academic attainment.