Collegiate varsity eSports is a relatively new but rapidly growing phenomenon; while only 64 teams had joined the National Association of Collegiate eSports (NACE) in the spring of 2018, that number had almost doubled by the end of the fall 2018 semester. Unfortunately, systematic investigations of collegiate eSports, its players, and their experiences are scarce, which means that campuses have much to learn about these students' needs as they invest in eSports programs. The objectives of this pilot research were threefold: (1) to understand the biopsychosocial health profile and needs of collegiate eSports competitors; (2) to understand the culture of collegiate eSports as it pertains to campus connection and the meaning derived from competing for a campus; and (3) to contribute to the development of best practices for the recruitment, retention, and promotion of biopsychosocial health (including academic needs) of eSports players. In this two-part study, participants were drawn from the varsity eSports team at SUNY Canton. During part one, physiological and self-report psychosocial data were collected at two time points to examine intraindividual differences across the eSports season, and to compare outcomes to normed population data. During part two, eSports competitors participated in focus groups, and interpretive phenomenological analysis was used to explore the culture of varsity eSports and the meaning competitors derived from competing for their college. Results and implications for campuses will be discussed. In particular, as campuses consider providing these virtual competitive opportunities to students (and encounter the need to justify resource allocation), there is a need to: (a) understand student needs; and (b) address existing evidence of the potential harms of extended video game-playing and misconceptions about the players themselves. The findings of this study suggest potential benefits to varsity eSports participation, and indicate a path forward for campuses to promote student health and well-being.