Student well-being is an increasingly critical issue in higher education. As institutions navigate evolving academic, social, and cultural landscapes, understanding factors that influence student well-being is essential. This study examines the role of university communication, health services, and academic stressors in shaping student well-being, recognizing institutional challenges in supporting students and exploring strategies for fostering inclusive, supportive academic environments.  This mixed-methods study surveyed undergraduate students (N=72) from the College of Agriculture and Life Sciences using validated instruments including the Generalized Anxiety Disorder-7 (GAD-7), Perceived Stress Scale (PSS), and Ryff Scales of Psychological Well-being. Close-ended questions assessed anxiety, stress, and well-being across six domains (environmental mastery, autonomy, self-acceptance, positive relations, purpose in life, personal growth). Open-ended questions that were thematically analyzed captured perspectives on university support systems.  Results reveal that student well-being is influenced by more than academics: stress, anxiety, and access to support play key roles. Ryff scores indicate moderate well-being, but PSS and GAD-7 results reveal elevated stress and anxiety levels. Students with higher anxiety reported lower well-being across all domains. Common stressors include academic pressure, inconsistent communication, and limited access to mental health services. While most participants stated the university keeps them well-informed about resources, most indicated discomfort discussing mental health challenges with faculty or staff. Critically, when asked how they cope with university-related stress, n=30 reported talking to friends and family, while none sought help from university counseling services, revealing a significant gap between awareness and utilization of well-being resources.  Recommendations emphasize normalizing mental health conversations and creating psychologically safe learning environments where students feel comfortable accessing support. This study underscores institutional responsibility in closing gaps between resource awareness and utilization through accessible services, effective communication, and supportive policies that prioritize student well-being.