The main purpose of this research was to explore the effects of the learning programs, which were for writing, talking and thinking about positive and negative life events, on the senses of happiness and psychological well-being of college students. Two experiments examined the consequences of writing, talking and thinking about positive and negative life events. The experimental intervention, as the study approach, was applied to analyze the senses of happiness and psychological well-being of 140 college students. In experiment 1, we compared the effects of writing-replaying, talking-replaying, thinking-replaying, writing-analyzing, talking-analyzing and thinking-analyzing about positive life events. In experiments 2, we compared the effects of writing-replaying, talking-replaying, thinking-replaying, writing-analyzing, talking-analyzing and thinking-analyzing about negative life events. The study findings showed that thinking-replaying and thinking-analyzing about positive life events were able to increase the senses of happiness and psychological well-being. Also, the study findings showed that writing-replaying, talking-replaying, writing-analyzing and talking-analyzing about negative life events were able to increase the senses of happiness and psychological well-being. Based on those results, the feasible suggestions on emotional education and future research were offered.