**A Taxonomy of College Student Stressors and their Relationships with Student Strains and Success** Monica Scott, Kent Vensland, Jayla Davis, Ben Kauffman, Enrique Cabrera-Caban, Ben Bass Advisor: Dr. Konstantin Cigularov Old Dominion University The college years are associated with personal growth and achievement, but also with challenges, adjustment issues, and stress. Further, a substantial number of students in higher education today are non-traditional, which means that they are often older and have more non-school responsibilities than traditional students have. The purpose of this study was twofold: (a) to create a taxonomy of student stressors through qualitative data analysis, and (b) examine stressors’ relationships with student self-reported strains and success, including general health, depression, burnout, perceived stress, life satisfaction, grade point average, and perceived academic performance. The stressors were identified through content analysis of qualitative, critical incident data from 93 undergraduate students at Old Dominion University, which produced 28 unique student stressors. To create the taxonomy, the qualitative data was categorized using grounded theory analysis. To assess the effects of stressors on student outcomes, 163 undergraduate students completed a survey regarding their experiences while enrolled in college. A series of stepwise, multiple regression analyses showed that anxiety about one’s major, parental pressure to succeed academically, and the extent to which schoolwork interfered with quality time spent with friends and family most consistently predicted student strain and lack of success. This study provides a systematic identification and categorization of key student stressors that can be useful for college administrators when developing support services or interventions for at-risk students.