This study examined one Midwestern university's emotional support animal (ESA) population and asked the question, "Are ESAs effective in the context of higher education given the academic and social demands of a student?" The number of ESA requests has increased in recent years as more students considered an ESA to help regulate emotions. This study began as a means to review our process and measure student outcomes with data gathered by surveys sent to 122 current and former students with an ESA. The survey utilized a five-point Likert Scale and open-ended questions to gather responses. Twenty-one students started the survey with 18 completing it. The survey was designed with questions that measured participants' academic experience, interpersonal skills, intrapersonal skills, and mental health, in addition to open-ended questions related to these four key areas. The results of the survey were largely positive in the four key areas. This university utilized an ESA request process advised by Housing and Urban Development.