Approximately 35% of college students meet diagnostic criteria for a mental health disorder and symptoms of anxiety and depression prevail as the most common mental health issues among undergraduates. Unfortunately, only 10% of college students who indicated they would benefit from mental health services stated that they received care. Tiered, social emotional programming may be an upstream approach to address this public health crisis. A preventive mental health course offered at a large, four-year, public university teaches students skills related to mindfulness, distress tolerance, emotion regulation, interpersonal effectiveness, and cognitive restructuring which may reduce symptoms of anxiety and depression, while equipping students with skills to respond to future stressors more effectively. Study participants included undergraduate students (35.4% = White, 2.2% = Black, 0.4% = American Indian, 47.8% = Asian, 8.4% = Latinx; 24.3% = Male, 74.8% = Female). Participants were 18-39 years old (M = 18). Student symptoms of anxiety and depression were measured utilizing indices obtained from the Brief-Symptom Inventory (BSI-18) while student attitudes about stress were measured using the Stress Mindset Measure (SMM). Multiple linear regression models with sequential predictor entry were used to determine the unique effect of student pre-intervention internalizing symptom levels on change in psychopathology after controlling for the interaction effects among student demographic factors. Results suggest higher pre-intervention levels of anxiety moderately predicted decreases in anxiety levels, while higher pre-intervention levels of depression moderately predicted decreases in depression levels among this general college student population. Stress mindset significantly interacted with pre-intervention levels of anxiety on depression symptom change. The following study extends the literature on social-emotional learning programming into the higher education context and by responding to this alarming public health crisis from a solution-focused prospective. [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.]