The present study examined the effectiveness of a curriculum-embedded, asynchronously delivered gratitude intervention with a first-year college student sample. Hypotheses included that the gratitude intervention would lead to decreased levels of depression, anxiety, and stress and increased feelings of gratitude and psychological wellbeing/flourishing. Furthermore, race, gender, and college generational standing were examined for their moderating effects of the gratitude intervention on the same outcome variables. Participants self-selected into two sections of an Introduction to Psychology course, with 72 participants engaged in the gratitude intervention and 97 in the control condition. Gratitude activities lasted five weeks, including a video presentation on gratitude, Count Your Blessings, Gratitude Letter, and Three Good Things. Participants in both conditions completed pre- and posttest measures for depression, anxiety, stress, gratitude, and wellbeing. Repeated measures ANOVA and independent-sample t-test were conducted to compare how the two conditions changed between pre and posttest. Participants in the gratitude intervention reported a statistically significant decrease in depression but not anxiety or stress compared to the control group participants. There was no statistically significant difference between the two groups in pre- and posttest change in the feelings of wellbeing or gratitude. Except for the interaction between gender and stress, race, gender, or college-generation status had no significant moderating effect on any outcome variables. Study strengths, limitations, and implications for future research and practice are discussed. [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.]