This explanatory sequential mixed-methods study aimed to investigate how undergraduate students' everyday texting experiences related to their social connectedness. This research was conducted through a quantitative survey and qualitative interviews. The quantitative phase involved a survey distributed to a sample of undergraduate students, assessing their texting frequency, demographic variables (age, gender, race/ethnicity, and living arrangements), and levels of social connectedness using the Social Connectedness Scale-Revised (SCS-R; Lee et al., 2001). The subsequent qualitative phase involved semi-structured interviews with a subset of participants selected based on their survey responses to gain deeper insights into their texting behaviors and perceptions of social connectedness. The study's findings indicated that while texting frequency significantly predicted social connectedness among undergraduate students, demographic variables do not show a substantial impact. Additionally, students' perceptions of texting as a tool for maintaining social connections varied, with some viewing it as a convenient means of communication and others finding it insufficient for meaningful interaction. Key motivations for using texting included convenience, immediacy, and the non-intrusive nature of asynchronous communication (Liu et al., 2014; Hall et al., 2018). Texting was generally viewed as less effective than face-to-face interactions for developing deeper social ties (Derks et al., 2008; Uhls et al., 2014).This study contributed to the limited research on digital communication and social connectedness among undergraduate students by highlighting the significant role of texting frequency in predicting social connectedness (Ehrenreich et al., 2019; Harley et al., 2007). It also underscored the need for educational institutions to develop programs that leveraged texting to enhance peer connections while promoting the balanced use of digital and face-to-face interactions. The findings had practical implications for designing interventions that supported students' social well-being in an increasingly digital world. The research indicated that texting played a crucial role in sustaining social connections among undergraduate students, particularly through consistent communication (Dorrance Hall et al., 2018). Nevertheless, the impact of texting varied based on the nature of the social interaction it fostered. While it served as a valuable tool for maintaining informal connections, its efficacy in nurturing deeper relationships was limited. When developing initiatives to bolster student engagement and well-being, educational institutions should have considered these elements, striving to strike a harmonious equilibrium between digital and face-to-face interactions to foster holistic social connectedness. [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.]