One hundred and seventy-four college students completed a French-language version of the Student Adaptation to College Questionnaire (SACQ-F) at the beginning of their second semester. In order to assess its test-retest reliability, the SACQ-F was administered again two weeks later to 26 of the 174 students. Academic records and data from two other measures of emotional, academic, and social dispositions were collected at the end of high school and during the first year in college to assess the SACQ-F construct validity. The findings support the reliability and validity qualities of the SACQ-F. The means of the present sample, as well as the sex differences, were equivalent to those presented in the American studies. These results suggest that the French version of the SACQ is a valid and reliable measure of the adjustment of French-speaking college populations.