University students' academic aspirations are multidimensional. The influence of perceived social support, academic self-concept, academic motivation, and perceived university environment on university students' academic aspirations were investigated. Highest-aspiring students and typically-aspiring students were compared in order to determine any significant differences. Participants completed the Social Support Appraisals (SSA) and Social Support Behaviors (SSB) scales, Mentors Scale (MS), Academic Self-Concept Scale (ASCS), an academic motivation scale created by the author, the University Environment Scale (UES), and the Cultural Congruity Scale (CCS), as well as an item about academic aspirations. Results suggested that perceived social support, academic self-concept, and academic motivation were all significantly and positively correlated to academic aspirations, although the magnitude of the associations were modest. However, perceptions of the university environment were not correlated with academic aspirations. Students in the highest-aspiring group reported higher levels of perceived social support, academic motivation, and academic self-concept than their typically-aspiring counterparts. Exploratory analyses demonstrated significant gender, first-generation college attendee status, and family income differences.