Positive psychology interventions are widely used in primary and secondary education to enhance student engagement and well-being. When used in the higher education sector, interventions tend to be used in psychology, psychotherapy and mindfulness programmes with successful outcomes in terms of student engagement, learning and well-being. However, there is little evidence to support the effectiveness of such interventions in disciplines outside of psychology. This triangulated action research study utilised student self-reported feedback to explore the link between positive psychology interventions and student engagement in a non-psychology related classroom. The study involved two intervention and one control group. In contrast to results obtained from psychology students, findings in this study showed a lack of student engagement in both intervention groups and a significant increase in student engagement in the control group compared to one of the intervention groups. The findings suggest that further consideration needs to be given to identify positive psychology interventions that might achieve a better fit with non-psychology students.