<p>This study aimed to theoretically and empirically investigate mindfulness’s benefits on psychological well-being and mental health outcomes among university students. The study employed a cross-sectional and quasi-experimental approach to examine associations among variables and the effect of mindfulness meditation on psychological well-being and depression, anxiety, and stress, as well as the mediating roles of emotion regulation and general trust. 227 Egyptian university students were recruited to complete the Five Facet Mindfulness Scale (FFMQ), the Scale of Psychological Well-Being (SPWB), the Depression, Anxiety, and Stress Scale (DASS-21), the Emotion Regulation Questionnaire (ERQ), and the General Trust Scale (GTS). The results found that observing, describing, acting with awareness, non-reactivity, and non-judgment were positively associated with psychological well-being and negatively associated with depression, anxiety, and stress. Further analysis revealed that emotion regulation and general trust partially mediate the relationship between mindfulness and psychological well-being but not depression, anxiety, and stress. The results showed that the experimental group’s mindfulness, psychological well-being, emotion regulation, and general trust were increased compared to the control group. At the same time, depression, anxiety, and stress were decreased. This study concluded that mindfulness meditation training increased psychological well-being, emotion regulation, and general trust, decreasing depression, anxiety, and stress among Egyptian students. Mindfulness meditation training could be a good program for improving university students’ psychological well-being and mental health.</p>