This study examined the influence of traumatic stress on academic adjustment among tertiary institution students in Potiskum,Yobe state, Nigeria. To guide the study, four research objectives, four research questions and four hypotheses were raised. Ex post factor design was employed to carry out this study. Proportionate sampling technique was used to select a sample of 364 students from a population of 6767 students of Federal College of Education (Technical) and College of Administrative and Business Studies, both in Potiskum. Two instruments, Traumatic Stress Questionnaire and Academic Adjustment Questionnaire were used for data collection. Data collected was subjected to statistical analysis using the t-test of independent sample. Four null hypotheses were tested at 0.05 alpha level of significance. Analysis of the data showed that there is significant difference in academic adjustment of male and female students who experienced traumatic stress (t=6.593, p=0.000), in favour of male students. While there is no significant difference in academic adjustment of students who experienced traumatic stress based on school (t=0.421, p=0.674), schooling system (t=0.687, p=0.493), and age groups (t=0.772, p=0.440). On the basis of these findings, it was recommended that educational psychologists, parents, counsellors and teachers should provide maximum support to the traumatized students and continually reassure them of positive future in order to improve their academic adjustment.