The current study explored the link between social support exchange, network features, and positive outcomes among students during the transition to college. Relationship supportiveness was predicted to be positively associated with instrumental support needed to adjust to academic task demands and the emotional support needed for college well-being while features of tie strength were predicted to be associated with higher levels of belongingness. Participants were 140 first-year undergraduate students from the University of Georgia. Participants completed self-report measures and measures that utilized egocentric network methodology to capture their personal network of college student peers. Results indicate that the supportiveness of the new network is important for students’ general belonging and college well-being -- but not academic adjustment. Findings also support that establishing at least one social tie that students interact with frequently and provides different types of social support will serve their well-being and belonging during the college transition.