Anxiety is an emotion that consists of worrisome thoughts, physical tension, and physiological arousal regarding the perceived potential of danger. College students have increasingly endorsed anxiety as a primary difficulty during the collegiate years. Due to this increase in anxiety and an increase in utilization of therapy services, the overall study aim was to identify the factors that influence anxiety presentations and whether or not a brief, online, therapeutic intervention could be effective for symptom reduction. A group of participants (N = 96) volunteered to complete a longitudinal study providing a brief, online, psychological intervention through the University of Mississippi. Participants were randomly distributed to a control group, a psychoeducation group, and an active intervention group and were asked to provide anxiety ratings over time at baseline, one week post-baseline, and one month post-baseline. Results indicated that there was no statistically significant difference over time in self-reported anxiety regardless of group assignment. However, results indicated perceived effectiveness of the intervention group, and the ability to regulate emotions as significantly positive. The study highlights particular difficulties in clinical sample selection, administration of interventions, and efficacy online un-monitored interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]