The transition to university is a time of great change and adjustment. The challenges of university life can lead to numerous negative consequences for the students. Despite the importance of successful transition for both the student and the university, the current body of literature comprises methodological inconsistencies and disparate analytical goals that make it difficult to identify the most salient and effective factors that help predict transition success. This paper presents a systematic review of research linking personal level risk and protective factors to the outcome of academic achievement among students making the transition to university. This is part of a larger review, following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and Synthesis Without Meta-analysis (SWiM) guidelines, preregistered on the International Prospective Register of Systematic Reviews (PROSPERO, CRD42022330515), searching PsychInfo, Web of Science, and ERIC databases. Records were included if they studied ‘traditional’ first year students transitioning to university and were longitudinal in design and excluded if they looked at specific subgroups of students (e.g., international students). The search yielded 27 articles that were eligible, highlighting a broad range of salient factors ranging from personality traits to procrastination and perfectionism. The findings are discussed in relation to moving the research forward towards an intervention to enhance the probability of successful student transition to university.