College students are experiencing high rates of mental health issues since the pandemic impacting their success inside and outside the classroom. This is a cause of great concern for institutions of higher education leaders urgently seeking solutions to support them. In the U.S. (United States), it is estimated that 30% of college students seek counseling center support, 48% seek help from friends, and 39% turn to their family for help (JED Foundation, 2020). This action research study examines how an experiential course designed around social-emotional skill-building can improve student well-being. Data collected in Cycle 1 consisted of assessing the emotional intelligence of nineteen college-aged women and later conducting individual interviews. Due to Cycle 1 findings, the design, implementation, and evaluation for Cycle 2 were created. The action step focused on a course and its impact on students' well-being. The action step aimed to investigate if the course resulted in students' practicing skills that led to improved well-being. The study concluded with interviews with seven higher education leaders nationwide. The three findings of this study suggest that student well-being can improve with social-emotional learning, specifically with new vocabulary, skills, and practices; that students' pursuit of well-being expanded, and that the successful implementation of social-emotional learning requires support across campus. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]