The purpose of the present study was to evaluate the impact of an online intervention on the social and psychological well-being of college freshman. Predictors of social well-being at pre- and post-test were examined via hierarchical regression analysis. The combined explanatory power of the predictor variables was considerable, accounting for a significant portion of variance in social well-being at time one and time two. Psychological well-being was a consistently strong predictor of social well-being at both pre- and post-test. Analysis of covariance and multivariate analysis of covariance were used to evaluate group differences on measures of social well-being across time one and time two. Contrary to expectations, no group differences were found. Furthermore, participants in both the intervention and control conditions experienced a decrease in social well-being over the course of their first semester in college.