Abstract:    Student success and well-being depend heavily on social adjustment because it determines how well students perform in educational settings. So, this study investigated how undergraduate students adjust in social settings. The study also aimed to identify the gender differences in social adjustment and the differences between learners of the regular mode and the Open & Distance Learning (ODL) mode.  The research adopted a quantitative method, which was implemented through descriptive surveys. The research instrument consisted of 20 items in the custom questionnaire that was developed following Bell’s Adjustment Inventory framework. Results showed that a favourable level of social adjustment existed among 10% of students, yet 76.25% of students demonstrated a moderately favourable level, while 13.75% of students presented an unfavourable level of adjustment. Gender, along with Regular or ODL learning methods, did not result in significant differences between groups. The findings suggest that while most students manage to maintain a moderate level of social adjustment, a considerable proportion still face challenges. This underscores the importance of creating supportive academic and social environments that can strengthen students’ overall adjustment and well-being.