Topics of well-being and personal development within education have gained popularity in the United States over the last few decades (Grabinger & Dunlap, 1995; Hirshberg et al., 2020). This is due to the idea that traditional teaching and learning methods fail to consider social and emotional development when it comes to curriculum design and student engagement (Marsh & Willis, 2007). Contemporary researchers and educators have paved the way for social-emotional well-being (SEWB) within the educational sector. However, much of the existing research focuses on the SEWB development of K-12 students and ignores post-secondary learners (Jacobs & Hyman, 2010). This study was designed to explore post-secondary students' perceptions of SEWB and their academic and non-academic engagement. Additionally, I aim to contribute this information to an already existing body of research for educators, administrators, and researchers in education and psychology. A focus on SEWB in post-secondary education will provide insight on post-secondary students and their perceptions of their SEWB, and the degree to which SEWB impacts their academic and non-academic engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]