Student success in higher education is shaped by a variety of factors including academic support, wellbeing, experiential learning opportunities, and integration of technology. This study identified the factors most strongly associated with student perception of preparedness, support, and overall success. A cross-sectional survey was distributed to undergraduate and graduate students in the College of Agriculture and Life Sciences at Mississippi State University, capturing responses (N = 24) across six categories: academic advising, mental health and wellbeing, career preparation, experiential learning, technology and AI use, and support for special student populations using a using a five-point Likert scale. Categories were identified from previous research, and generative AI was used to develop items included on the instrument. We cross-checked the survey items for accuracy and fit our population prior to data collection. Graduate students (n = 7) reported higher satisfaction and confidence in institutional support systems. They indicated clear academic pathways, strong faculty availability, and meaningful engagement with career preparation and experiential learning. They also demonstrated greater awareness of mental health services and clarity regarding ethical AI use and technology integration in the classroom. In contrast, undergraduate students (n = 17) particularly freshmen and sophomores, showed greater variability in their awareness and utilization of resources. Undergraduates expressed uncertainty about mental health services, inconsistent experiences with early advising, and concerns about the accessibility of experiential learning opportunities. Awareness of programs supporting transfer and international students was also lower among undergraduates. While these findings highlight meaningful differences between student groups, the small sample size limits the generalizability of results. Additional data collection across a larger student population is warranted to better inform institutional strategies. Even so, the patterns observed suggest that enhancing early advising, improving communication about wellbeing resources, and expanding access to experiential learning may improve undergraduates perceived academic success.