In light of the mental health crisis facing American college students, it has become vital to determine how students derive their self-worth. This endeavor is particularly important because research has found that internal sources of worth correlate with better mental health than self-worth derived from externally contingent sources. Although past work has identified various sources, it did not set forth a comprehensive theory of college student worth sources. Thus, this study engaged a grounded approach to begin that process. We interviewed 142 undergraduate students at eight geographically diverse, four-year institutions and asked, "What makes you feel worthwhile or valuable?" A grounded theory analysis surfaced eight distinct sources of worth ranging along a continuum from more external to more internal sources, including (a) accomplishments or accomplishing, (b) affirmation from others, (c) relationships or relationship support, (d) helping others, (e) relationship with God, (f) contributing to making a difference, (g) innate worth, and (h) virtue (outside of helping others). In addition, we found that most of these only became sources of worth when combined with particular virtues or practices. Thus, we propose a grounded typology that recognizes these nuances. We then make suggestions for how student affairs practitioners can foster internally contingent self-worth.