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We examined how students\u2019 one-on-one connections, along with the dynamics of their social groups, related to their adjustment across a school year. Participants were 717 first-year international undergraduates at a Canadian university who participated in a transition program involving assignment to orientation groups of 20-30 students. Cross-sectionally, students\u2019 individual-level social network measures were associated with better adjustment at the start of the year. Longitudinally, being part of a group with better social connections at the start of the year was associated with students\u2019 higher grade point average, lower hostility, and greater institutional attachment at the end of the school year. 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