As Annie Jonas witnesses college students experiencing stress, anxiety, and depression at alarming rates, she seeks a more active role as a faculty member to support their well-being; a central role off the sidelines that integrates an investment in her students' well-being in the years they are on campus and beyond. Counseling centers on college campuses that traditionally shoulder the central responsibility for student mental health are under tremendous strain and experiencing unprecedented pressures to meet students' mental health needs. At the same time that college students experience mental health challenges at high rates, they are also in a unique developmental stage. Young adulthood is named as a crucial period for addressing mental health challenges situating higher education at a central nexus for making a transformative impact on mental health outcomes for a student's time in college and beyond. Interventions that reach more students and are accessible outside of traditional means are needed. These interventions need to consider the developmental stage students are in and offer opportunities for experiential opportunities for developing assets to support mental health as described by Psychology professor Colleen Conley (2015). In this article, she examines why even though faculty may feel unprepared to provide support for mental health, the classroom itself can be a space of support for students' well-being.