Student mental health is an increasing concern for postsecondary institutions (Mowreader, 2024), driven by psychological, social, biological, lifestyle, and academic pressures (Limone & Toto, 2022), and exacerbated by the pandemic (Chen, 2024) and ongoing socio-political instability (El Khoury, 2023). In response, universities have expanded wellbeing initiatives. However, the role of experiential learning in supporting student mental health remains underexplored. This multiple case study examines student wellbeing benefits from creative, multimodal reflection activities in two Community Engaged Learning (CEL) courses at a Midwestern public university. Drawing on survey and interview data (n=60), we share key findings, examples of reflection curricula, and engage attendees in a sample activity to explore how creative reflection might support student wellbeing in their own CEL courses.