College student mental health is cause for concern and has declined further in the wake of the COVID-19 pandemic. As mental health issues rise, mental health services are underutilized or inaccessible, leaving struggling students in the absence of resources and help. Understanding the barriers to seeking mental health help and preferences in the assistance they wish to receive is foundational to closing the gap between college student mental illness and quality intervention. The research questions guiding this study were: (1) What are the preferences in campus mental health resources among undergraduates? (2) To what degree do Barriers to Seeking Psychological Help Scale scores vary among academic classifications? and (3) How do Barriers to Psychological Help Scale scores predict campus mental health preferences? This convergent mixed methods study occurred at a 4-year public university in the Southeastern United States. Participants (N = 975) completed a survey using the Barriers to Seeking Psychological Help Scale (BSPHS), mental health service preference questionnaire, and five demographic factors. Campus mental health service usage data were also included. Data analysis included descriptive statistics, ANOVA, multiple regression, and thematic analysis. Findings indicated that the majority of students lacked knowledge of the mental health resources available to them, indicating low mental health literacy. Underclassmen experienced more barriers to mental health help-seeking than their older peers, and the most significant help-seeking barrier among all academic classes was trust in the mental health professional, followed by difficulties in self-disclosure. Finally, there was a significant relationship between barriers and mental health service preferences. Implications for practice include targeting incoming college students with interventions to improve mental health literacy, build trust with mental health professionals, and reduce anxieties around self-disclosure. Additionally, college campus resources must be expanded to suit student preferences and limit gaps in service time and waitlists. Implications for future research include exploring barriers and preferences among additional demographic subgroups (e.g., race/ethnicity, gender, military affiliation, student-athletes) and factors contributing to the barriers of lack of trust in mental health professionals and difficulties in self-disclosure. [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.]