Impact of Varying Entry Behaviour on Students Academic and Psychological Outcomes in Higher Education: The Case of PPC and FPC Students at Debub University Demewez Admassu1 Mehadi Abdo2 and Tesfaye Semela3 ABSTRACT: The aim of the study is to investigate the impact of varying curricular experience on the psychological well-being and academic achievement of students of higher education in Ethiopian context. The target population was first-year students who were admitted to the university possessing different entry behaviors. The first group includes those admitted in 2003/4 academic year after two years of pre-university preparatory programs in secondary schools based on the results of the University Entrance Examinations (UEE) (or the PPC group) and the other batch was admitted in 2002/03 based on the ESLCE results (the FPC group). A representative sample was drawn from four randomly selected facilities and colleges affiliated to the Debub University. Data was interpreted using bivariate and multivariate statistical analyses. The results show that PPC and FPC students differed to statistically significant extent in academic self-concept and academic achievement in favor of the latter. However, no variation was found in perceiving the way how their instructors treat them in class. Generally, achievement at the university is significantly predicted (p