Exposure to adverse childhood experiences (ACEs) during the developmentally critical periods of childhood and adolescence has the potential to negatively impact various outcomes across the lifespan, including physical and psychological health. However, comparably less is known about the impact of childhood trauma on young adults transitioning and adjusting to a novel academic setting, such as university or college. To understand the impact of early adversity on this transitional period, a model was proposed hypothesizing that ACEs impact adjustment as measured by wellness (resilience, wellbeing, positive affect), mental health (depressive symptoms, emotion dysregulation), and stress and coping (perceived stress, student hassles). A sample of 113 undergraduate students at Lakehead University was recruited to complete selfreport measures of study constructs. Structural equation modeling was used to test the hypothesized model predicting wellness, mental health, and stress and coping from adverse childhood experiences. Results suggest the model fits the data well and as hypothesized, ACEs negatively predicted wellness, positively predicted poor mental health outcomes, and positively predicted stress. A comprehensive understanding of the influence that childhood adversity has on student adjustment will help ensure that all students can maximize their potential and support advocacy efforts to ensure students have access to resources necessary to foster their success and post-traumatic growth.