Educational process largely highlights success and performance, which among people with perfectionistic tendencies can create additional burdens on psychoemotional health and potentially lead to problems in different aspects of adjustment to university. However, although perfectionism has long been regarded as a purely maladaptive characteristic, the results of recent research suggest that perfectionism is a multidimensional construct that, along with the maladaptive, contains an adaptive component. Therefore, the aim of this research was to determine how different forms of perfectionistic tendencies relate to the academic, emotional and social aspect of adjustment to university. In addition, differences in student adjustment with respect to gender, year of study and retained or changed place of residence were examined. The study sample consisted of 232 students from the University of Zagreb who fulfilled the Multidimensional Inventory of Perfectionism, Inventory of New College Student Adjustment and Perceived Stress Scale. Results showed that adaptive perfectionism positively correlates with academic adjustment, while on the contrary, maladaptive perfectionism negatively correlates with academic and emotional adjustment to university. As for the perception of pressure for perfection by others, parental pressure showed as the most important, while the peer pressure correlates only with Grade Point Average and in positive way. Female students have a significantly better supportive social network, but they report higher levels of academic stress in comparison to male students. On the other hand, male students obtained higher results in adaptive perfectionism, while significant gender differences are not found in maladaptive nor socially-prescribed perfectionism. Adjustment to university showed a trend of improvement over time, while differences in adjustments were not found in relation to students' residence. The results of the research contribute to a better understanding of adjustment to university and can be practically used in work with students.