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College students face high levels of stress due to academic demands, financial pressures, and the challenges of adjusting to college life. College students are at an increased risk for mental health problems, with rates of depression, anxiety, and other mental health concerns higher among this population compared to their non-college-attending peers (Ibrahim, Kelly, Adams, & Glazebrook, 2013). Due to the high prevalence of mental health concerns in college students, there has been a consistent increase in suicide rates among young adults aged 18-25 during the past decade (Centers for Disease Control and Prevention [CDC], 2021). Current interventions to aid in the mental health crises of college students involve peer support, Mindfulness-Based Stress Reduction (MBSR), Acceptance and Commitment Therapy (ACT), Cognitive Behavioral Therapy (CBT), and Dialectical Behavior Therapy (DBT) (Substance Abuse and Mental Health Services Administration [SAMHSA], (2021). Despite the high rates of mental health problems and current evidenced based interventions, access to mental health services remains limited for many college students (The Center for Collegiate Mental Health, 2020). While the evidenced based treatments are effective treatments for individuals with psychopathology symptoms associated with anxiety and depression, it does not attempt to increase well-being (Gallagher et al., 2020). Numerous studies have established a robust link between positive emotions and wellbeing, with joy, gratitude, and contentment being key emotions associated with better mental health, improved physical health, and greater life satisfaction (Fredrickson, 2013). An alternative resource to aid in decreasing stress and eliciting positive emotions to increase well-being in college students is interacting with a therapy dog (Binfet, 2017). Therapy dogs, which are trained to provide comfort, support, and affection to those in need, have been shown to have a beneficial impact on emotional well-being (Fine, 2010). The current study investigated the effects of a single-session therapy dog intervention on college students' anxiety levels and positivity, using positive psychology as a theoretical background. The lack of mental health services for students makes therapy dogs a potential resource for enhancing well-being. A within-subjects true experimental design was used. Participants were undergraduate and graduate students from Hofstra University (n = 39; mean age = 20.00; SD = 2.32). Convenience sampling was used to minimize threats to internal validity. They completed pre-intervention and post-intervention measures using The Positive Affect Negative Affect Scale (PANAS) by Watson et al., (1988), and the State-Trait Anxiety Inventory STAI by Spielberger, Gorsuch, & Lushene, (1983), scales before and immediately after interacting with a therapy dog for 10 minutes. Participants also completed an objective measure of labeling emotions at pre and post-test using The Open Affective Standardized Image Set (OASIS) by Kurdi, Lozano, & Banaji, (2017). Hypotheses were tested with descriptive statistics, paired measures t-test, and Cohen's d. Hypotheses were supported, finding that interacting with a therapy dog for 10 minutes during an Animal Assisted Activity (AAA) significantly increased college student's overall well-being, and decreased anxiety levels. Additionally, hypotheses were supported that interacting with therapy dogs leads to more positive ratings to neutral pictures. Clinical applications and implications are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]