Traditional schools often link academic success with academic achievementidentifying General Weighted Average as an essential indicator. More recently, however, educators have become interested in exploring the role of psychological constructs such as well-being and student engagement in academic success. The present student took a similar path by determining whether a newly designed General Education elective course for freshmen dubbed as Applied Learning Theories correlates with academic achievement, student engagement and well-being. Unlike most introductory and study skills courses, ALT is contextualized and integrates not only study strategies and test-taking attributes but also self-care practices. The course was structured to build transferable learning skills that will have a long-term impact on engagement, retention, graduation rates, and general wellbeing. Some of the course topics are managing procrastination, metacognitive learning strategies, achieving a growth mindset, self-management skills, and practicing self-care. Results showed that as students learn and engage in the subject, they appear to become more academically and cognitively engaged and competent. With the introduction of such concepts, students were able to develop positive emotions, sustain interest in challenging tasks, and find meaning and purpose in their academic pursuits while increasing their chances of academic success.