Abstract: Background and Objective: University undergraduates always facing challenges as part of their identity exploration. These challenges, if can not handled properly, may lead to unwanted behaviors. The purpose of this study was to determine the relationship between adversity quotient (AQ), as a protective factor to these challenges and academic well-being among undergraduates in a Malaysian public university. Materials and Methods: A self-report questionnaire was administered to undergraduates from the School of Pharmacy and the School of Medical Sciences (n = 348, 70 males and 278 females) to determine their adversity quotient and academic well-being scores. Independent sample t-test, one-way ANOVA and Pearson correlation were employed to address concerns related to this study. Results: The results show that there were no significant differences in the mean score of adversity quotient between male and female undergraduates. There were also no significant differences in the mean score of academic well-being between male and female undergraduates. However, 1st year undergraduates report significantly lower mean adversity quotient scores when compared to 2nd and 3rd year undergraduates. Similarly, the mean score for academic well-being for 1st year undergraduates was significantly lower when compared to 2nd and 3rd year undergraduates. Primary analysis shows that adversity quotient and academic well-being are positively correlated. Conclusion: Adversity quotient is a key construct in improving the adaptability of undergraduates to face challenges. The construct has a positive and strong relationship with academic well-being. Thus, all stakeholders, especially the lecturers, should foster a positive adversity quotient among undergraduates. However, this is not an easy task because this study also found that both adversity quotient and academic well-being constructs vary among the 1st, 2nd and 3rd year undergraduates.