This study examines whether students perceive three different types of fit in an academic environment (i.e., interest-major [I-M] fit, demands-abilities [D-A] fit, and needs-supplies [N-S] fit) and whether these factors predict important academic and well-being criteria using a Chinese student sample. Results from confirmatory factor analyses support the assumption that students differentiate among the three fit perceptions. Incremental validity analysis and relative importance analysis reveal that the three types of fit each have a unique relationship with situational outcomes. Specifically, I-M fit predicts greater proportions of variance in major change intention; D-A fit predicts greater proportions of variance in academic performance; and N-S fit predicts greater proportions of variance in well-being (e.g., academic satisfaction and depression). Practical and theoretical implications of these results are discussed. (Contains 3 tables.)