This action research investigated the predictors of academic adjustment, as measured by grade point average in the first year and persistence to completion, as measured by graduating on time, among undergraduate students at the School of Entrepreneurship and Business Innovation, the University of Guyana, from 2018 - 2022. The experiences of students in a chosen program were also examined to provide a qualitative deep dive into the tertiary journey of undergraduate students, using the self-efficacy framework to map this journey. Multiple regression and logistic regression analyses were conducted to investigate the effect of age, gender, geographic location, and academic preparation on academic adjustment and persistence to completion. The models explained 15% and 13% of the variance, respectively, in academic adjustment and persistence to completion. Geographic location and academic preparation proved to be significant predictors of academic adjustment while age, gender and academic preparation increased the likelihood of persisting to completion. While qualitative findings substantiated the role of academic preparation, students also spoke of the role of peer and familial relationships, opportunities for social modeling and the design of the chosen program which largely met the parameters of social persuasion as being integral to their adjustment and subsequent completion. In keeping with the principles of action research, students participated in a seminar on self-efficacy for university and beyond. The seminar, which was well received by students, introduced them to the concept, in a format that allowed for discussion and reinforced the importance of managing physical and emotional states at university and beyond.