Veterinary professionals experience greater burnout and mental distress and are considered an occupational group at-risk for suicide. In tandem with the emerging focus on upstream approaches to suicide prevention programming, there is growing evidence to support the far-reaching benefits of universal, mental health promotion programmes for at-risk occupational groups. Moreover, third-level educational contexts can provide large-scale access to veterinary medicine trainees, who are generally at a prime life stage for the onset and prevention of mental health difficulties. However, few programmes targeting veterinary students exist. Researchers, academics, and government agencies adapted and delivered the Minding Your Wellbeing (MYW) programme as a mental wellbeing module for first-year veterinary medicine students. This study aimed to 1) evaluate the impact of the module on students’ mental health and wellbeing awareness and skills, and 2) to explore students’ perspectives on the content and the appropriateness of the module. The programme was delivered during the first 2023/2024 trimester by trained facilitators in one Irish university. Surveys were administered via Qualtrics to the students pre- and post-module. Paired sample t-tests compared pre- and post-survey responses to investigate changes in students’ perceived wellbeing, self-care practices, mental health attitudes and skills over the course of the trimester. Mixed-method analyses incorporating frequency and thematic approaches investigated module need and content perspectives. Pre- and post-surveys were completed by 73 and 48 participants, respectively. Forty-one participants were matched based on pre- and post-responses. There were significant increases from pre- to post-module scores in both self-care (mean diff.=-1.00,t=-2.19, p=.018) and positive mental health attitudes (mean diff.=-1.21,t=-3.14, p=.002) . There were no significant changes in well-being and mental health skills scores from pre- and post-module (ps>.05). Mixed method analyses indicated that most participants perceived the programme to be well-delivered, appropriate, and worthwhile. The interactive components provided opportunities for skills development, learning, and connection. Rapport with both peers and facilitators, and greater opportunities for interaction were evident for engagement. The findings highlight the potential of curriculum-delivered, wellbeing promotion, and upstream suicide prevention to impact positively on veterinary students’ mental health attitudes and self-care practices. This is the first study of its kind in an Irish context and the findings support the university setting as useful in locating programmes targeting student mental health. Further research incorporating randomised designs are needed to establish programme effectiveness and implementation potential.