The academic stress perceived by the students of the health sciences, how it affects them, and what mechanisms they use to deal with it was investigated. The sample of 73 students represents approximately 16% of the total population. The validated instrument of Barraza Macías was applied. Results: age between 18 and 21 years of age, 76.7% females; 82.2% denied any illness. Stressors were grouped into three categories: those related to theoretical courses, clinical practice, and those external to the academy. In the theoretical courses stress comes from the extended schedules and the excess of assignments. In clinical practice: the  instructor's personality and the immersed professional responsibility, with 29% and 42% respectively, the transfer to the practice for being punctual and for not having public transportation, the fear of making mistakes, and the personality of the instructor. Personal stressors: lack of time to rest and being unable to meet family commitments. Psychological reactions include anxiety, anguish, and despair. The most frequent physical reactions are headache and chronic fatigue. The behavioral reactions are reluctance and change in eating habits. The most voted coping mechanisms were those of analyzing the problem, looking for a solution, and the clinical practice of religiosity.