This Campus Pulse: Student Satisfaction with Support Services and Well-being at One State University Satellite Campus study looked at the degree to which undergraduate students are satisfied with support services on campus and to what extent this is associated with their emotional and mental well-being. Informed by SERVQUAL Theory (Parasuraman et al., 1985, 1988) and Subjective Well-Being Theory (Diener, 1984), the study was framed to measure students impressions of academic services, teacher interaction, extracurricular activities, and psychosocial support, and how these relate to their well-being. Utilizing descriptive-correlational research design, data were gathered from 636 students employing stratified random sampling. A reliable Likert-scale survey instrument (α = .963) was employed to assess satisfaction and well-being levels. Descriptive data indicated that students on aggregate were Satisfied with campus services and positively rated their well-being, with minimal variation by sex and program of study. Statistical significant positive correlation between student satisfaction and emotional and mental well-being was established with Spearmans rho inferential analysis. These conclusions imply that high-quality campus services, particularly those seen as reliable, responsive, and empathetic, are major contributors to student psychological well-being. The research shines light on the value of integrated support systems in higher education and suggests evidence-informed, gender-sensitive, and program-targeted interventions to advance student satisfaction and well-being. Implications are in line with the United Nations Sustainable Development Goals (SDGs 3 and 4) by supporting inclusive and health-conducive learning environments.