University students often experience significant stress due to academic pressures, which can negatively impact their mental health and academic performance. Mindfulness-based stress management (MBSM) has emerged as a promising intervention for enhancing psychological resilience. The present study aimed to investigate the effectiveness of a mindfulness-based stress management protocol on academic anxiety, emotion regulation, and psychological well-being among female university students. This study was conducted using a quasi-experimental research design with a pre-test, post-test, and control group approach. A sample of [Number, e.g., 40] female students was selected through purposive sampling and randomly assigned to experimental and control groups. The experimental group participated in an [Number, e.g., 8]-session mindfulness-based stress management program, while the control group received no intervention. Data were collected using the Academic Anxiety Scale, Emotion Regulation Questionnaire, and Ryff’s Scales of Psychological Well-being. Data analysis was performed using Analysis of Covariance (ANCOVA). The findings indicated a significant difference between the experimental and control groups in the post-test scores. Specifically, the mindfulness-based intervention led to a significant reduction in academic anxiety and an improvement in emotion regulation and psychological well-being among the participants in the experimental group (p < 0.05). The results suggest that mindfulness-based stress management protocols are effective interventions for alleviating academic anxiety and fostering healthier emotional regulation and psychological well-being in female students. These findings highlight the importance of integrating mindfulness training into university counseling and student support programs.