The main aim a/this study was to examine the level of academic stress and the nature ofrncoping strategies used by university students with various disabilities. The research designrnused was qualitative survey. One hundred and seventeen students with various disabilities,rnwho were drawn using simple random sampling, participated in The study and 103 studentsrnwithout disability were also participated for comparisons. Dala were collected usingrnGeneral Academic Stress Scale, Specific Academic Stress Scale, Disability SpecificrnAcademic Stress Scale and Academic Stress Coping Strategies Scale. The instruments werernadministered individually. Descriptive statistics, such as mean and standard deviations werernused for each group 10 analyze The level 0/ academic stress and coping strategies used.rnComparisons were made among and between groups on the level of academic stress and ThernTypes of coping strategies They employed. The result showed that, students with disabilitiesrnand without disabilities experienced moderate level of academic stress and used mostlyrnproblem focused coping strategies 10 deal with Their academic stress. Though, students withrndisabilities together did not significantly differ from students without disabilities onrnacademic stress, students with visual impairments as a group had significantly higher levelrnof academic Stress than students without disabilities. Further, it was observed that, studentsrnwith visual impairments experienced significantly higher level of academic stress thanrnstudents with hearing impairments and students with molar disabilities. Significantrndifference was also observed be/ween students with disabilities and students withoutrndisabilities on using emotion focused coping strategy, In which, students with hearingrnimpairments used the strategy significantly higher Than students without disabilities as wellrnas students with visual impairments and motor disabilities. In The contrary, The differencernobserved between students with disabilities together and students without disabilities onrnusing problem focused coping strategy was significant.