Purpose: Considering the crucial role which academic adjustment plays in student success at university, gaining insight into how several factors affect this key metric is important. This empirical study investigated the impact of value conflict upon the academic adjustment of first-year students at Kuwait University. Design/methodology/approach: The data for this study were collected using the survey method from a random sample of 627 first-year university students. The data were analyzed using descriptive and regression statistical methods. Findings: The findings showed that (1) student perceptions regarding the level of value conflict were moderate, with the highest level found in the political domain; (2) student perceptions about the level of academic adjustment were also moderate, with the highest level found in the goal domain; (3) value conflicts are a significant predictor of student academic adjustment, with political value conflicts influencing academic adjustment the most, and (4) value conflict explained 46.5% of the student academic adjustment variation. Practical implications: These findings imply that college administrations should integrate activities designed to improve student adjustment into co-curricular activities meant for youth development. Relevant recommendations are included. Originality/value: While significant attention has been given to student academic adjustment in higher education over the last few decades, little attention has been paid to how different factors predict adjustment especially in non-Western cultures such as higher education in Kuwait.