This study examined the relationship between stress and academic achievement of undergraduate students of Federal University of Technology Minna Niger State, Nigeria. Six objectives, six research questions, and six hypotheses guided the study. The study which was correlational research design, had a population of ten thousand five hundred and two (10,502) students of Federal University of Technology, out of which a sample of three hundred and seventy eight (378) respondents were randomly selected through proportional stratified sampling technique. An instrument „Academic stress inventory for students at University and colleges, it had a 5- point likert scale. The six research questions and hypothesis were analyzed using both descriptive and inferential statistics with the aid of SPSS version 16.0. The result of the analyses show significant relationship between academic stress and academic achievement (r = -0.316, p = 0.000), between teachers? related stress and academic achievement (r = -0.332, p =0.000), between examination stress and academic achievement (r = - 0.211, p=0.000), between peer academic stress and academic achievement (r = -0.221, p=000). However time management had no significant relationship with academic achievement (r = -0.070, p=0.174), and significant relationship between studying in group stress and academic achievement (r = -0.201, p=0.000). However, null hypothesis 5 was retained. Some recommendations were made based on the finding of this study. Managing stress through reviewing universities policies, goal and objective to meet the need and aspiration of students is recommended. Universities teacher/lecture should acquire the knowledge of stress management techniques in order to advise stressful situations appropriately. There should be adequate planning of academic work such that there would be enough intervals between the periods of continuous assessment test and examinations