This study aimed to investigate the college entrance examination experience and the learning adjustment of the college freshmen admitted by the New Joint College Entrance Examination (Neo-JCEE) System, together with their intentions to stay at their department/college, by means of analyzing the responses to "The Questionnaire for Surveying the Joint College Entrance Examination Experience and Learning Adjustment of the College Freshmen Admitted by the Neo-JCEE System". Subjects ( 318 boy-students and 300 girl-students) were randomly selected from different colleges' freshmen admitted by the Neo-JECC System. Major findings included: 1) Under the heavy pressure of NeoJCEE System prior to the entrance examination, the respondents did not have as much pressure and anxiety as expected, partly because they did not fully understand the new system and partly because their motivation to understand the system was lower than expected; 2) due to the complicated regulations of the Neo-JCEE System, and being too close to the examination dates, many respondents still kept a "Let-It-Be" philosophy, even though the regulations of the new system had profound influence on the testees; 3) senior high school teachers did not sufficiently understand the Neo-JCEE System, which influenced their intentions to guide students, causing the low intentions of students to understand the Neo-JCEE system; 4) Cross-section registered testees were not too many, but those testees who made crosssection registration had more opportunities to get admitted; 5) testees had strong self-determination to select which sections to take and which forms to fill up, but judging from the degree of satisfaction, no one could prove that they really had selfdetermination capacity; 6) selecting and filling in free choices can take testees' own needs into consideration, and college departmental rankings based upon entrance examination scores became less meaningful; (7) there were still gaps between departments in which the testees were admitted, intentions, and ideals; 8) Both future career and homework pressure still were two major factors disturbing college freshmen; 9) no relationship could be found between respondents' future career plan and the department they are in; 10) intentions to stay at the department/ school were higher than those showed in previous research findings, but these intentions were still one of the major concerns of college freshmen; 11) respondents were still not familiar with the content and the objectives of college education; 12) the relationship between college entrance examination guidance at senior high schools and guidance for college freshmen's learning adjustment was weak. Basing upon the above findings, we suggested: 1) to simplify the regulations of the Neo-JCEE System so as to let testees understand the System more profoundly; 2) to revise the structure of the four major alternative sections and cross-section registration in order to implement the ideals of selecting best students; 3) to enhance propogating the purposes of the "FirstTaking-The-Examination And-Then-Filling-In-Free-Choices" measure, in order to actualize the ideals of aptitude-oriented education; 4) to strengthen entrance examination guidance measures for senior high school students, on the premise of making senior high school teachers fully understand the Neo-JCEE System; 5) to enforce the functions of college freshmen orientation guidance upon entrance, in order to establish the ideas of career education; 6) to better equip college guidance facilities, for implementing multi-functional guidance measures to help students adapt themselves to college life; and 7) to enforce the functions of college freshmen academic advisors to enlarge the effects of academic leadership, in order to lay the foundations of college freshmen's academic life.