The beginning of studying at the college requires student's success in coping with various demands and changes in their lives. There are three types of adjustment to college, and these are academic, social, and emotional adjustment. Since the first year-college students experience many life changes and face new challenges which can often cause distress, the purpose of the study was to examine emotional adjustment. Emotional adjustment indicates whether the student experiences general psychological or somatic distress as a reaction to a new academic demands. This study examined whether freshman students differ in the level of emotional adjustment regarding student gender and whether they are studying in their hometown or have changed their place of residence. The relationship between the level of selfefficacy and the emotional adjustment was also examined. The study was conducted on a sample of 416 first-year students (from all over Croatia), 320 females and 96 males, with the mean age of 19 years. The data were collected through an online questionnaire including: Student Adjustment to College Questionnaire (SACQ, Baker and Siryk, 1999; ŽivčićBećirević, Smojver-Ažić, Kukić i Jasprica, 2007), more specifically, a subscale that measures emotional adjustment, General Self-efficacy Scale (Schwarzer et al., 1997, Ivanov, 2002) and sociodemographic questions. According to the results, young men are emotionally better adjusted compared to young women, while in general there are no differences with regard staying or leaving home. Males who stayed at home are emotionally better adjusted compared to all other groups, which do not differ among each other in the level of adjustment. Students with higher levels of self-efficacy also score higher on emotional adjustment.