Research shows that college students are increasingly stressed and ill equipped to manage the rigors of higher education. This article adds the student voice to the discussion of college student stress and wellness and asks the question: How do students' understanding, and practice of self-care evolve through an online course focused on professional selfcare? A content analysis of the final presentation of a one-credit online self-care class was conducted. Results show that students come to the class with limited knowledge about stress management (i.e. self-care) practices, and over the course of seven weeks learn how to incorporate self-care into their daily lives and feel better for it. Students benefit by having a structured environment to learn about and practice self-care. [Note: The page range (207-218) is incorrect. The correct page range for this article is p208-218.]