The purpose of this study was to examine psychological well-being outcomes and indicators of university students enrolled in a music ensemble and those not enrolled in a music ensemble. Self-reported data were purposefully gathered from university students in the Rocky Mountain region of the United States. Along with reporting demographic information, students reported perceptions of their psychological well-being using measures of life satisfaction, depression, and anxiety, as well as potential contributors to psychological well-being within ensembles: autonomy, competence, and relatedness. Ensemble students responded to additional questions designed to measure the impact of ensemble participation on basic need satisfaction. Analysis of the responses revealed that music ensemble participants reported significantly higher life satisfaction than non-music ensemble participants, although regression analysis found that ensemble participation was not a significant predictor for life satisfaction. In music ensembles, music majors reported experiencing significantly higher levels of anxiety than non-music majors, with music major status remaining a significant predictor of anxiety even after controlling for demographic variables. Statistical tests revealed differences in autonomy and competence between ensemble comparison groups: choral vs. instrumental, auditioned vs. non-auditioned, etc.