Moving prevention for college students out of the mental health clinic and into the classroom changes the campus environment. A curricular approach to enhancing student resilience is described through an exemplar of a one-credit general education course focused on adaptive responses to stress, Changing Minds, Changing Lives (CMCL). The experiential, strength-based curriculum is designed to meet basic psychological needs, buffer predictable stress, and boost adaptive resilience. Based on a social–ecological model of resilience, the CMCL program functions as a campus opportunity structure teaching self-regulation skills, facilitating greater connectedness, and strengthening resilience capacities. The model operationalizes the resilience response as a set of concrete actions that facilitate adaptive reorientation and reorganization in the face of challenge, mobilize relevant assets and resources, and leverage social connections to navigate adversity. Evidence-based applications of strength-based pedagogy, mindfulness practices, expressive writing, and inclusive group process in the course structure are described, and empirical validation of model efficacy is reviewed.