Two hundred and nine undergraduate students at a large public research institution were surveyed about their sense of mattering and well-being and their perceptions of the resources available to them at the university and how these affected their overall attitudes toward their educational experience. Significant relationships between well-being, mattering, and institutional resources were found as well as significant differences in well-being and mattering between some demographic groups. The results suggest that mattering, especially mattering to peers, is a unique factor influencing college student well-being. As colleges and universities work to improve their environments so that all students have quality experiences, attention to the affective aspects of education might yield positive impacts.