Students at the collegiate level face chronic stress due to the lifestyles of heavy workloads, schoolwork, and adjustment to campus life. Being in prolonged periods of stress could negatively affect students' well-being, which can adversely affect other psychological areas such as mindfulness, motivation and engagement, and sense of belonging, as they are related through Seligman's (2011) Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) model. Large-animal activities, such as equine-facilitated learning activities (EFLA), are unique and innovative strategies to lessen the stress of college endeavors. The current mixed-methods investigation focused on implementing an EFLA program with college students at Youngstown State University. The study aimed to determine the impact of a four-week EFLA program on college students by assessing mindfulness, well-being, motivation, engagement, and a sense of belonging. Results from the current investigation can inform researchers and educators about the impacts an EFLA program on college students. Quantitative data results suggest that there were significant differences amongst the control and treatment groups from pre- and post-survey administration on mindfulness and well-being, along with suggesting no statistically significant differences in the sense of belonging, motivation, and engagement. However, the treatment group's mindfulness, well-being, motivation, engagement, and sense of belonging scores increased after the EFLA program, while the control group's scores decreased. Additionally, qualitative accounts suggested themes and favorable responses in students who felt their well-being, mindfulness, motivation, engagement, and sense of belonging increased from the program. Participant perceptions regarding the EFLA program aligned with the quantitative results in the belief that it improved their well-being, mindfulness, sense of belonging, motivation, and engagement. Additionally, well-being, mindfulness, motivation, and engagement levels seemed to decrease without the EFLA program when observing the six-week post-follow-up of the treatment group. The current investigation implicated the alignment with the PERMA framework, as all scales increased from pre-to-post-survey distribution in the treatment group, along with offering further insight into having future EFLA research utilizing qualitative reports, follow-up surveys, and journal logs to add strength to the methodological design. [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.]