This study sought to identify levels and types of positive changes experienced during the pandemic and determine whether different patterns of positive changes existed across academic years. In this repeated cross-sectional mixed methods study, different samples of undergraduate students at a large, public university were recruited in Fall 2020-Spring 2021 (N = 719), Fall 2021-Spring 2022 (N = 1,243), and Fall 2022-Spring 2023 (N = 1,102). Participants completed an online survey that included the Stress-Related Growth Scale--Short Form-Revised (SRGS-SF-R) and an open-ended question about positive change due to the pandemic. Based on SRGS-SF-R scores, 41-45% reported low growth, 11-21% moderate growth, and 3-4% high growth across samples; means were significantly higher each subsequent academic year while remaining low. Common qualitative categories across years were enhanced social relationships (32-35%), personal development (24-28%), and enhanced academics (11-16%). Quantitative and qualitative analyses resulted in 15 overarching domains of positive change, including areas of psychological (e.g., change in perspective) and non-psychological (e.g., technology) change. Most students experienced some pandemic-specific positive change in each of the three academic years following the pandemic onset. Certain types of positive change may reflect specific impacts of particular phases of the pandemic.