Using a psychosociocultural framework, we examined 122 Indian American undergraduates' well-being, with an emphasis on cultural processes. The student sample was primarily first-generation to college with differences emerging by student standing for coping approaches, perception of barriers that would prompt withdrawal, congruity, and well-being. Problem- and emotion-focused coping, barriers that would prompt withdrawal, and congruity emerged as predictors of well-being as well as each partially mediating the relationship of the culture-specific approach (enculturation and identity) and well-being. Although not all anticipated findings emerged, the study's results deepened the understanding of well-being and added to the limited educational discourse of Indian American undergraduates' postsecondary processes and experiences. Implications of the study's findings are addressed for student support services and mental health professionals who facilitate student well-being, with particular focus on the intersecting processes of Indian American undergraduates' daily culture-specific approaches.