This study investigated factors influencing academic success among Mississippi State University's College of Agriculture and Life Sciences students. While existing research emphasizes traditional metrics of achievement, less attention has been paid to how students' backgrounds, personal motivations, and psychological well-being affect academic outcomes within specialized academic programs. A student’s background, encompassing factors of urban or rural childhood, first generation status, family dynamics, cultural heritage, prior education experience, and employment, influences their post-secondary academic success. Student intrinsic motivation varies based on factors of wellbeing (involvement on campus, perception of class difficulty, stress, anxiety, health), choosing to enroll in college, their major selection, and what they perceive as an acceptable grade at the end of the semester. Student extrinsic motivation varies based on course teaching methods, promising job opportunities, and their prospects after graduation. This study sought to establish a baseline understanding of student characteristics and examine how these factors correlated with academic performance including final grades for the semester, overall GPA, and class rank within the university. Two primary objectives guided the study: first, to develop a detailed profile of student backgrounds, motivations, and well-being levels within the college, and second, to analyze how these characteristics influence academic outcomes. A comprehensive Qualtrics survey was sent to undergraduate and graduate students during the 2024-2025 academic year. Convenience sampling methods were used and yielded 311 usable responses. Results indicated that students from sub-urban backgrounds reported lower levels of intrinsic motivation and higher levels of stress, which could negatively impact their academic performance. These findings suggest that students' personal backgrounds and wellbeing play a significant role in academic success and should not be overlooked. To support these students, it is recommended that academic programs incorporate tailored interventions focused on enhancing intrinsic motivation, providing additional resources, and fostering a sense of belonging.