<p>Gratitude practices have been shown to increase subjective well-being and other positive outcomes; however, research on gratitude training has focused primarily on the practice of journaling. Further research examining alternative gratitude practices may yield valuable insights on the comparative efficacy of various gratitude interventions, and could suggest additional gratitude practices that warrant further study. This study examined the efficacy of the My Best Self 101 (MBS101) gratitude module: an online training resource that provides psychoeducation about gratitude along with a menu of empirically-based gratitude practices anchored in the research literature. Using mixed effects models of repeated measures, we examined gratitude and subjective well-being outcomes for participants assigned to either the MBS101 gratitude module or a traditional gratitude journaling practice. Participants were 290 adults recruited online from the general population and from a university student research pool. Mixed effects models of repeated measures were also used to analyze the interaction between time spent on gratitude practice, group assignment, and timepoint (post-test). Although both groups showed significant improvements, compared to the gratitude journaling group, the MBS101 group had significantly better outcomes on gratitude and subjective well-being. Additionally, when the time, group, and timepoint interaction was added, the MBS101 group had limited benefits for gratitude and mixed benefits for subjective well-being with increased time spent. These findings support the possibility that using a flexible, menu-based approach to gratitude training may yield improved outcomes and increase the likelihood of ongoing engagement with gratitude practices.</p>