Concerned with the increasing levels of stress and emotional difficulties in college students, researchers have proposed a variety of interventions (e.g., Eisen et al. 2008; Seligman et al. 2007). Typically, these interventions have been focused on correcting problems (e.g., anxiety, depression, alcohol abuse) rather than promoting strengths. In contrast, we developed a hope intervention to build students’ strengths in generating pathways and agency toward achieving personally relevant goals. In this vein, Misra and McKean (2000) found that students who could plan, set goals, and who felt in control of their time experienced significantly lower stress and anxiety than students without these skills.