Student happiness and well-being have emerged as central concerns in contemporary education due to their strong influence on academic achievement, mental health, and overall life satisfaction. Drawing on the framework of positive psychology, this paper examines the role of counseling in promoting student happiness and holistic well-being, with particular reference to the Happiness Curriculum introduced in Indian schools. Happiness is conceptualized through both hedonic and eudaimonic perspectives, emphasizing positive emotions, engagement, meaning, and purposeful living. The paper synthesizes theoretical insights and empirical evidence to demonstrate how positive psychology–based counseling interventions foster resilience, emotional regulation, motivation, and healthy interpersonal relationships among students. Special attention is given to the complementary roles of teachers and parents in creating supportive environments that reinforce counseling outcomes. The Happiness Curriculum is discussed as a case study illustrating how mindfulness practices, self-expression, and reflective activities embedded in schooling can enhance emotional well-being and reduce stress and anxiety. While the paper highlights the significant benefits of counseling for student happiness, it also critically addresses challenges and limitations, including cultural sensitivity, resource constraints, counselor training, and the risk of oversimplifying complex mental health issues. Overall, the study argues that counseling grounded in positive psychology should be viewed not merely as a remedial service but as a proactive, developmental approach essential to nurturing emotionally healthy, resilient, and flourishing students. Integrating such counseling practices within educational systems can contribute to sustainable student well-being, improved academic engagement, and long-term personal and social success.