This study investigates whether positive perceptions of new academic programs persist, improve, or worsen over time by analyzing college students’ adoption of newly launched majors at two points in time. The authors empirically test, at different points in time, their new major adoption model that is based on diffusion of innovation theory. Two separate samples of students from a northeastern U.S. college were surveyed on their perceptions of new and existing majors, one sample in spring, 2004, another in spring, 2007. Survey items included both adaptations of items from previously developed scales and new items specifically related to the major decision. Exploratory factor analysis was used to identify factors. Study results suggest that some of the factors persist and student perceptions of new majors persist over time. The factors from the two samples were evaluated for configural and metric invariance. Relative Advantage, Compatibility, and Complexity have configural invariance while Trialability and Observability do not. Also, Relative Advantage and Complexity have metric invariance. Compatibility was found to be a permanent predictor of enrolling in new or old majors while mixed results were found for the perceptions of relative advantage, trialability, observability, and complexity. The results of the study are useful to educators interested in designing and marketing new academic programs and to academic researchers’ interested in understanding sustainability of positive perceptions of new majors having sustained positive levels of innovation characteristics well after launch.