Higher education has become increasingly stressful due to heavy workloads, future concerns, and high expectations from others, impacting students' achievement motivation. This study explored the relationship between academic stress and achievement motivation, examining the effects of course and gender. A sample of 120 students from Mysore was randomly selected and assessed using Lin and Chen's (2009) academic stress scale and Muthee and Thomas's (2009) achievement motivation scale. Data collected via Google Forms and direct interaction were analyzed using descriptive and inferential statistics, including Pearson’s correlation and two-way ANOVA. Results showed a significant positive correlation between academic stress and achievement motivation. Commerce students had the highest achievement motivation, followed by arts and science students, while the course pursued did not significantly affect academic stress. Females experienced higher academic stress and achievement motivation than males.