This study investigated the impact of participation in middle school garden programs on student well-being through a mixed-methods evaluation. Set against a backdrop of escalating mental health crises among K-12 students in the United States, characterized by heightened levels of stress, depression, and anxiety, this study evaluated whether school garden programs serve as a viable intervention to enhance student well-being and supportive relationships at school. Traditional educational settings, while primarily focused on academic achievement, often overlook the potential of alternative, nature-based learning environments in addressing students' holistic well-being. School gardens, with their hands-on, collaborative nature, present a unique opportunity to bridge this gap. This research, grounded in the theoretical framework of Social and Therapeutic Horticulture (STH), sought to explore the multifaceted impact of garden programs, hypothesizing that such participation positively affects students' physiological, cognitive, psychological, and social-emotional well-being. The study employed a robust mixed-methods design, comprising both quantitative and qualitative analyses, to provide a comprehensive evaluation of the garden program's effectiveness. Quantitatively, the research utilized pre and post surveys to assess changes in student well-being among participants. Independent t-Test, ANOVA, and ANCOVA were conducted on the natural-occurring sample as well as three propensity score-matched control groups. Qualitative analysis included three grade-level-specific focus group interviews using the researcher-designed protocol to capture the nuanced experiences of students engaged in the garden program. This dual approach allowed for a deeper understanding of the program's impact, beyond what can be measured through surveys alone. Findings from the quantitative phase did not support the hypothesis. Analysis did provide some interesting findings, mainly the potential for well-being differences based upon gender. The qualitative data revealed enriched student relationships, reduced stress, heightened environmental awareness, and increased engagement in healthy behaviors as key outcomes of participation. This study contributes to the field by offering empirical evidence on the efficacy of school garden programs as a strategic intervention for enhancing student well-being. It addresses a notable gap in the literature. Moreover, the research highlights the importance of considering alternative, nature-based educational strategies within the broader context of student health and well-being initiatives. Given the findings, the study highlights the potential of school garden programs not only as educational tools but as critical components of a holistic approach to student well-being. It advocates for the inclusion of garden-based learning in educational policies and practices, emphasizing the need for further research to explore the long-term impacts of such programs, especially using a robust study design. The insights garnered from this research have profound implications for educators, parents/guardians, and students, advocating for a reimagined approach to education that places student well-being at the forefront. [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.]