This investigation examined preliminary outcomes and feasibility of a SEL intervention for Hispanic/Latino undergraduate students. To determine feasibility and usability, the investigator gathered feedback from stakeholders about intervention implementation, such as satisfaction with intervention content and delivery. The researcher also hypothesized that after participating in the intervention, Hispanic/Latino students would demonstrate greater gains in sense of belonging, self-management, and growth mindset than control group peers. Intervention research protocol and a mixed methods design guided the study. 51 undergraduate Hispanic/Latino students participated, 23 in the treatment condition and 28 in the control condition. Treatment condition participants attended four small-group program sessions, whereas control condition participants did not receive intervention. Sense of belonging, growth mindset, and self-management were measured at pretest and posttest with a Likert scale survey. Feasibility and acceptability were measured with a program feedback survey provided to the treatment condition. Six participants also completed interviews to share their experience with college and the SEL intervention. Participant interviews and responses on open-ended feedback survey items were analyzed qualitatively with inductive and deductive coding. Two-way repeated measures analysis of variance was used to investigate the effect of time and participation in the treatment or control group on sense of belonging, growth mindset, and self-management. Results indicated that students found the SEL program relevant to their lives and its delivery mode acceptable. The following program delivery themes emerged: use of food as a motivator to attend, a desire for a program longer than four sessions, and preference for the small group format. With regard to program content, sense of belonging was most salient, followed by self-management and growth mindset. Within self-management, theme