The Organisation for Economic Co-operation and Development (OECD) calls for going beyond the measure of market strength to assess societal progress through a consideration of well-being. Research on college and university student experiences and outcomes can consider students' well-being as a means of obtaining a fuller understanding of the positive impact of student-faculty interactions. This study uses longitudinal data from the Wabash National Study of Liberal Arts Education to examine the relationship between five measures of interactions with faculty and students' end-of-fourth-year psychological well-being in the United States. Results reveal that several measures of student-faculty interaction are positively associated with fourth-year well-being, and that the frequency and perceived quality of those interactions are most salient in terms of students' well-being gains over four years of college or university. These findings suggest that student-faculty interactions matter in terms of students' well-being, in turn making it important for faculty and administrators to consider how to prioritize demands on faculty members' time.