Asian Pacific Islander Desi American (APIDA) students face unique mental health challenges and treatment disparities, with the extant literature demonstrating that APIDA populations have disproportionately high levels of untreated mental health symptoms. There is currently a gap in the literature of studies on APIDA college and university student mental health and help-seeking that use a national sample, investigate APIDA subpopulations, and are methodologically rigorous. There's also very little quantitative research that explicitly applies both individual and structural-level considerations to mental health outcomes and treatment utilization across APIDA populations and limited work that utilizes complementary qualitative inference to interpret quantitative analyses. In light of this, my dissertation uses mixed methods to understand and assess influences of mental health and characteristics of mental health service use among APIDA college and university students. I will combine a unique set of data sources: (1) three most recent academic years (2017-2019) of a nationwide annual web-based survey examining mental health and service utilization among undergraduate and graduate students (2) institutional data on APIDA student support systems, mental health resources, counseling centers, and psychoeducational outreach efforts from a diverse set of colleges and universities (3) in-depth focus group discussions with APIDA students. In Chapter 1, I introduce the APIDA panethnicity and highlight the significance of this body of work in the current landscape of mental health research and practice. In Chapter 2, I examine individual and structural factors that influence the mental health wellbeing of APIDA undergraduate and graduate students. Through the guidance of the Social-ecological theory and in the context of Intersectionality, I identified significant intragroup variation in both the mental health outcomes and correlates of mental health across APIDA subpopulations. I found that females, non-heterosexuals, non-international students, and non-US born students whom arrived in the US between ages 12-17 reported higher levels of mental health distress. Notably, structural, organizational and interpersonal level factors have the strongest association with any mental health problems among all APIDA students. In Chapter 3, I used the Andersen's Behavioral Model of Health Service Use to inform my multilevel analyses on the association between predisposing, enabling, and need factors on mental health treatment utilization among overall APIDA students and international APIDA students. In general, perceived need, subjective knowledge of campus resources, belief in treatment efficacy and APIDA student website links to mental health resources are associated with highest odds of treatment utilization, while personal stigma and greater than 16 hours spent on schoolwork are associated with particularly low odds of treatment utilization. Chapter 4 describes the design and findings of my focus group discussions, and elucidates the key influences on mental health (sense of belonging, microaggressions, social relationships, campus climate) and the key barriers (knowledge of symptoms and resources, invalidation of mental health problems, faculty/staff as inadequate allies) and facilitators (peer support, therapist cultural congruency) driving treatment use among APIDA students. Chapter 5 then focuses on an integrated discussion and interpretation of the analyses from Chapters 2 through 4, as well as practical implications and future directions in research related to APIDA student mental health and service utilization on college and university campuses. Taken together, my dissertation will substantially advance our understanding on ways universities can develop more effective and targeted prevention, outreach, and service delivery programs to support often overlooked students struggling with their mental health. [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.]