<p>Rising rates of anxiety, depression, and suicidality among adolescents underscore the need for school-based mental health literacy (MHL) interventions. This study documents the collaborative development and implementation of a five-session MHL curriculum delivered through a university-community partnership in afterschool settings at three urban high schools. Sixty-nine predominantly low-income, racially diverse students participated in the afterschool curriculum co-developed through collaborative needs assessment. Using secondary analysis of program evaluation data, we examined session-level pre–post survey items and students’ written reflections. The primary contribution of this study lies in documenting the partnership and implementation processes that shaped curriculum delivery. Shared decision-making, structured consultation, and iterative feedback between university and community partners informed contextually responsive adaptations while preserving core learning objectives. Findings suggest that afterschool settings can serve as viable entry points for MHL programming when supported by collaborative infrastructure.</p>