This project introduces the L.E.G.A.C.Y. appreciative life review model (L.E.G.A.C.Y.) and provides preliminary evidence for its feasibility with emerging adults in a higher education context. L.E.G.A.C.Y. is the first model to integrate appreciative inquiry as well as a retrospective-prospective framework and experiential elements into the life review process. Increased rates of mental health disorders, underdeveloped psychosocial resources, and limited independent living skills have resulted in significant role impairments and poor adjustment to college. Conceptual development of the L.E.G.A.C.Y. model and the results of a quasi-experimental pilot study that investigated its effectiveness with a group of college students (N = 17) are presented. Attributional style, the search for and presence of meaning in life, and life satisfaction were measured before and after participation in a short-term L.E.G.A.C.Y. workshop. No statistically significant main effect, interaction effect, or effect of time was observed for any measure of attributional style or meaning in life. However, the main effect of the treatment on quality of life was statistically significant and achieved a moderate effect size. No interaction effect between treatment and time or main effect of time was observed on quality of life. The small sample size, limited intervention dosage, and reduced sensitivity of the measurement tools resulted in inconclusive findings. However, the L.E.G.A.C.Y. model is relevant, well-received by participants, shows promise as an intervention to facilitate the development of positive psychosocial resources in college students, and meets the feasibility guidelines for further study. [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.]