Universities recognize the importance of the mental and emotional well-being of their students and offer resources to help students manage their wellness. While these resources can benefit all students, music majors often experience stressors that many students may not encounter (e.g., performance anxiety, auditions, dense class schedules; Schneider & Tomchuk, 2025; Visetchaisri, 2024). Additionally, music majors often do not have time to take advantage of these university resources during the day (9am-5pm) due to their busy class and rehearsal schedules. Recent reviews of university music programs health and wellness offerings (McNickle, 2022; Zalman, 2024) indicate that most university music programs offer their music students physical wellness resources (e.g., hearing health), but few may offer mental and emotional health resources. More information is needed about what university music programs do to support their music students’ mental and emotional health. The purpose of this study is to examine music majors’ health and wellness resources found in current literature and on university music program websites. Using a literature review as well as a systematic content analysis of wellness resources offered on music program websites, we will explore how university music programs support their undergraduate music majors’ mental and emotional health. Additionally, we will examine the imbalance between physical wellness resources and mental/emotional resources. Information regarding health and wellness resources will be collected from university music program websites within NASM accredited institutions in the United States. The data collected will provide insight into the types of resources that university music programs currently offer their students. Implications for university music programs and the mental and emotional health of music majors will be discussed. Research Questions: 1. What easily obtainable resources do university music programs offer on their website to assist with students’ mental and emotional health? 2. What does the current literature suggest as best practices for mental and emotional health resources needed for music students in university music programs? 3. What are the implications for university music programs and the types of mental and emotional health resources that should be provided for music students?