This study investigated the relationship between parental support, peer learning, and academic adjustment among undergraduates of Moses Orshio Adasu University, Makurdi, Benue State, Nigeria. Two research questions guided the study, and two hypotheses were formulated and tested at r = 0.01 level of significance. The population of the study comprised 30,000 undergraduates across eight faculties and 47 departments at Moses Orshio Adasu University, Makurdi using Glenn (2012) formula for sample size determination, through multi-staged sampling. Data were collected using a combination of three instruments: a self-developed Parental Support Questionnaire (SEQ), Peer Learning Questionnaire (AQ), and Academic Adjustment Questionnaire (AAQ). The instruments were validated by two experts. Data were analyzed using the Product-Moment Correlation Coefficient (PPMC). The results revealed that both parental support and peer learning have a positive relationship with academic adjustment among undergraduates of the university. It was concluded that there is a significant positive relationship between parental support and peer learning and academic adjustment. It was recommended that university administrators and teachers should foster a positive environment and atmosphere that discourages bullying and discrimination, encourages peer support, and promote mutual respect among students and staff and researchers should conduct longitudinal and intervention-based studies to better understand the causes of low psycho-social adjustment and assess the long-term impact of various school and family-based interventions.