The increasingly prolonged transition to adulthood has raised concerns about the nature and timing of growth in the attainment of important psychosocial competencies in young people. Changes over time in self-reported competencies (work orientation, identity, intimacy) were examined in 198 Canadians, who were followed for the first 4 years of university. Work orientation and intimacy positively contributed to later levels of identity, and identity reciprocally contributed to later levels of work orientation. Work orientation decreased and intimacy increased in the first 2 years of university but work orientation rose and intimacy declined in the next 2 years. Identity grew across time but this trend disappeared when covariates were included. Academic performance and dating were covariates of change in competencies. Mechanisms for the observed patterns and their implications are discussed.