Keyes (2005) operationalized flourishing as elevated emotional psychological and social well-being. The current study predicted that flourishing among undergraduate students (N = 397) would have adaptive cognitive and behavioral achievement-related correlates. Results showed that students classified as flourishing (21.4% of the sample) relative to those classified as moderately mentally healthy (59.4%) or as languishing (19.1%) were less likely to adopt an entity view of ability or to procrastinate and were more likely to endorse mastery-approach goals to report high self-control and to report high grades. Results are cast in terms of possible accounts of the relationship between well-being and achievement-related functioning.