Despite growing global attention to mental health, stigma and shame remain persistent barriers that deter many individuals from seeking the support and services they need. This study evaluates the impact of a university-sponsored Mental Health Awareness Walk designed as a service-learning intervention to reduce stigmatic attitudes towards mental illness. Drawing on theoretical frameworks including Contact theory, Self-Perception Theory, Social Identity Theory, and Social Modeling Theory, the intervention combined peer-to-peer education, personal storytelling, small group facilitation, and community engagement to foster empathy and awareness and participant self disclosure. Data were collected using the Beliefs Toward Mental Illness (BTMI) scale and the Mental Health Awareness and Advocacy Assessment Tool (MHAA-AT) before, immediately after, and two months following the event. Results demonstrate a statistically significant reduction in stigma among participants, sustained at follow-up, compared to a control group. The equal-status interaction between participants and peer facilitators, who openly shared lived experiences, contributed to the intervention's effectiveness by normalizing conversations about mental illness and reducing social distance. These findings underscore the potential of immersive, community-based social interventions to challenge stigma and promote mental health literacy within academic settings. This presentation will discuss the program's design, theoretical underpinnings, analysis, and implications for broader application in mental health outreach and education. Recommendations for integrating similar models to improve engagement and reduce stigma in diverse cultural contexts will be explored.