College students, and analyze the impact of academic self-efficacy on learning adaptability. Method: Three hundren and thirteen undergraduates were selected randomly from Guangdong Province, China, who were surveyed with Academic Self-Efficacy Scale (ASES) and Learning Adaptation Scale for College Students (LAS). Results: First, The total scores of ASES and LAS in this group were (70.18±9.85) and (85.01 ±14.46), respectively. Second, the result of multiple linear stepwise regression analysis shows that academic ability self-efficacy (AABSE) positively predicts the total score of LAS and its five dimensions (β=0.123~0.525, all P<0.05); academic conduct self-efficacy (ACOSE) positively predicts LM and LAB (β= 0.178, 0.191, both P<0.001), and negatively predicts LE (β=-0.119, P<0.001). Conclusion: The academic self-efficacy and learning adaptability of college students are at a moderate level, and there is still a lot of room for improvement. Academic self-efficacy may be one of the main influencing factors of college students' learning adaptability