Recent longitudinal studies show a trend of declining emotional health paired with an increased demand for counseling services among college students. It has been proposed that this population faces difficulties in regulating emotions, especially in the face of challenges that are new and unique to them. In the clinical field, mindfulness practice is gaining evidence as a way to increase individuals' self-awareness, acceptance and present moment attention – qualities that have robust evidence of being beneficial for the effective regulation of emotions. The rationale of this research is that mindfulness practice could potentially increase the capacity for allowing painful emotional experiences and thus reduce maladaptive automatic responses to stressors (i.e. denying or suppressing negative emotions). The main aim of this study is to explore whether Dialectical Behavior Therapy (DBT) mindfulness skills, which are six distinct skills designed to cultivate the different components of mindfulness in everyday life, can be efficacious at reducing difficulties in emotion regulation and increasing mindfulness in a non-clinical population of college students. In addition, since few studies have evaluated the feasibility and acceptability of mindfulness-based interventions in college settings, this study fills in the gap by evaluating feasibility and acceptability using specified, testable criteria, and by exploring an alternative method of instruction: using audio recordings of DBT mindfulness practice. The study design is a between-subjects randomized controlled trial comparing an intervention group which will receive a two-week mindfulness training, with a non-intervention group which will not receive the intervention. The hypotheses of this study are that the intervention will be 1) efficacious at increasing mindfulness, 2) reducing anxiety and 3) decreasing emotion dysregulation, will be 4) acceptable in terms of participant retention and opinion toward the intervention, and 5) feasible in terms of adequate participant recruitment and compliance to the intervention protocol.