The need for mental health resources in universities has seen a rise after the pandemic. Students have encountered various issues related to the transition and adjustment from online to in-person classes. Additionally, students in general have been known to have issues related to stressors of transitioning into adulthood and navigating their new life and relationships. This calls for increasing awareness amongst college counselors, counseling supervisors, and counselor educators to understand these issues and work towards combating the upcoming challenges that students face. A lot of these issues arise from students being harsh to themselves for not being able to accomplish as much as some of their peers. Constant comparison with others leads to feelings of guilt and shame towards oneself which in turn leads to a negative view of self along with symptoms of depression, and anxiety. A lot of these issues can be reduced by understanding and applying the concepts of self-compassion. Hence, it is important for college counselors, counseling supervisors, and counselor educators to be able to teach self-compassion techniques to their clients and students. While self-compassion can help students to accept themselves for who they are, it can also help them to understand how others share similar experiences. This can assist students to feel less isolated and more connected to their peers, which could also lead to newer friendships and connections. Feeling connected to others could lead to better experiences in college while preparing the students for a successful transition to adulthood. For college counselors, counseling supervisors, and counselor educators, practicing self-compassion themselves could lead to lower chances of burnout and a better understanding of boundaries. Through this study, I accomplished three objectives: (1) explored the relationship between self-compassion and flourishing, and satisfaction with life in undergraduate students, (2) explored the relationship between each of the components of self-compassion with flourishing and satisfaction with life, and (3) understood how the self-compassion subscale scores (self-kindness, self-criticism, common humanity, isolation, mindfulness, and overidentifying) relate to the levels of flourishing and satisfaction with life in undergraduate students. This study included 115 undergraduate students from a public university located in the mid-western region of the United States. Students were recruited from the main campus, regional campuses, and online programs of this university. A quantitative analysis which included a correlation matrix and simple linear regression was conducted to answer the research questions. Findings of this study revealed a positive relationship between self-compassion, flourishing, and satisfaction with life in undergraduate college students. Additionally, self-kindness, amongst the other components of self-compassion, was found to be significantly correlated to flourishing and satisfaction with life. These findings also provided implications for college counselors, counseling supervisors, and counselor educators, followed by a discussion on how self-compassion could be included in curriculum and supervision. Lastly, limitations and suggestions for future research are included. [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.]