According to the 2017 American Community Survey, more than 1 in 5 US residents speak a language other than English at home, and many are nonnative-English speakers (U.S. Census Bureau, 2018). Among this fast-growing population, nonnative-English-speaking (NNES) college students are significantly underserved and underresearched (Kanno & Cromley, 2013). NNES students are largely Students of Color; they are a diverse group that include immigrants, those born and raised in the US who learn English as a second language, and international students from non-English-speaking countries (Curry, 2004). One issue that has caused concern that the literature has yet to address is the development of NNES students' psychological well-being (PWB) during college. PWB is not restricted to medical descriptions or merely about happiness and positive emotions. It is multidimensional and engages different aspects of life and wellbeing, such as building positive relations with others and adapting to the environment (Ryff, 1989). PWB is important because students cannot be entirely engaged in college without psychological involvement (Astin, 1999). Due to their language background and immigration status, PWB is particularly concerning for NNES students, because these students tend to encounter challenges and stress from acculturation, family separation, isolation in school, and issues related to visas and immigration (Pratt-Johnson, 2015). In this article, the authors attempted to answer the research question: Does being a nonnative-English-speaking student have an effect on the development of psychological well-being during college?