This research responds to the need to attend the cognitive and socio-emotional shortcomings that may be hindering the process of adaptation of newly admitted students to the university. From this identification, this study was oriented to design and apply neuropsychopedagogical strategies aimed at improving the development of students. Based on the foregoing, the general objective of this study was to describe the achievements and limitations of a proposal of neuropsycho-pedagogical strategies designed from an initial diagnosis and subsequently applied to university students. In this sense, the present work responds to a qualitative approach and corresponds to a research-action, which allowed to solve some problems detected in the case study, which was made up of 43 first-cycle students of the Faculty of Education of a university private of Lima. In order to detect their shortcomings, semi-structured interview guides were used for their teachers, as well as an opinion poll aimed at the students. This served as input for the design of strategies, which were evaluated mainly from a focus group aimed at the students. Among the most relevant results, we highlight the overcoming of memory problems, decision making, reasoning and problem solving, and metacognition, evidenced in a large number of students, as well as the improvement of their levels of motivation in participation in activities academic proposals. In conclusion, the application of neuropsicopedagogical strategies obtained positive results in most of the students that made up the case study.