This study aims to analyze the effects of education structured to develop university students' self-esteem with treatments such as music therapy, poetry therapy, and creative drama on general self-esteem, social self-esteem, academic self-esteem, and parental self-esteem. Pre-test, post-test and retention-test control group experimental design was used. Nine group training sessions within the frame of the established achievement goals were conducted once a week. The Coopersmith Self-Esteem Inventory was used to investigate the data before and after therapy practices and for retention assessment. In data analysis, the numerical findings obtained from the quantitative data have been interpreted together with the findings obtained from the qualitative data. The results indicate that while at the first measure the percentages of the control and the experimental groups were similar, at the second and the third measures the percentages of the experimental group had a tendency to be higher than the percentages of the control group. It was detected that the findings acquired by the examined qualitative data also supported the results. It was detected that structured education which was reconstituted to develop self-esteem including music therapy, poetry therapy, and creative drama method treatments, had positive effects on the general self-esteem, social self-esteem, academic self-esteem and parental self-esteem levels of the college students.