Objective: The transition into college can pose barriers for student success. We examined the impact of mindfulness-based stress reduction (MBSR) compared to an active and no treatment control group, respectively, on stressor appraisals, academic persistence, and performance in university students. Participants: Students were randomly assigned to receive MBSR (n = 29), study skills active control (n = 27), or no treatment (n = 29). Method: Participants reported stressor appraisals and academic persistence pre- and post-intervention. Semester grade point average (GPA) and enrollment was also obtained. Results: Academic stressor appraisals did not vary by group. MBSR was protective against depleted academic persistence, whereas academic persistence decreased in the control groups. Enrollment rates remained unchanged in the MBSR group, but increased in the active control relative to no treatment. Finally, GPA improved in the MBSR group, but not controls. Conclusions: Findings suggest that MBSR confers some benefits for resilience in university students.