|Abstract||College students report stress as a factor hindering academic success. They often engage in non-productive rumination and worry. Problem-based writing, which involves expressing thoughts and feelings related to a distressing event, has been offered as a solution, particularly for rumination. The present research explored the effects of problem-based writing vs. problem-based writing enhanced by a multiple perspective-taking strategy, the Thought Team. This imagined team, formed to assist in problem solving, serves as a connection to a virtual group of advisors, real or imaginary. Participants in the treatment conditions reported that the experimental session had greater meaning, value, and depth than a no treatment control group, yet reported feeling less session smoothness than controls. College students using the Thought Team strategy also reported increased problem solvability (i.e., new perspective and understanding of problems and their elements). This improved solvability may increase motivation to engage in the writing.