The perception that college students are coming to campus with more severe psychological concerns than in the past has been empirically supported on college campuses (Benton and others, 2003). Approximately 20 percent of all adolescents have a diagnosable mental health disorder (Kessler and others, 2005), many of which then continue on to college and take their mental health issues with them. Mowbray and others (2006) report that 12 to 18 percent of college students manifest a diagnosable psychiatric condition. Due to the many interpersonal and institutional influences and factors associated with mental health concerns while attending college (Byrd and McKinney, 2012), suicide prevention, as discussed in Chapter One, requires interventions above and beyond traditional treatment and medical models. Interventions are required that take a holistic and comprehensive approach to addressing the concerns not only for individuals, but also at the community and organizational levels. This chapter focuses first on the impact of college and the campus ecology (that is, built environment, policies, community, and so on) on student mental health. Next, comprehensive public health models to address suicide prevention are reviewed. Finally, planning models related to public health and campus suicide prevention and implications for effective practice are discussed. (Contains 3 tables and 1 figure.)