Students experience stress, personally and academically, in higher education. Varying levels of support for students are available in institutions of higher learning, yet more understanding of the effects of stress and support on college students is needed. The current study sought to better understand the relationship between stress and academic support for students in the College of Agriculture and Life Sciences at (blinded) University. Using a mixed-methods approach, a survey was distributed to 311 undergraduate and graduate students representing 36 academic majors in the Fall 2024 semester. Preliminary results show that students who have heavier course loads than they would prefer tend to be more anxious and stressed and reported worse mental health at the beginning of the semester in comparison to their peers. Specifically, undergraduates with heavier than preferred course loads tend to report greater anxiety than graduate students with heavy course loads. Amongst undergraduates, Juniors and Seniors with heavy course loads tend to be more stressed than underclassmen with heavy course loads. In support of the academic affairs and student affairs connection, students involved in off-campus groups tend to have better mental health at the beginning of the school year. In contrast, once entering senior year or graduate school, students’ involvement in off-campus groups may cause added stress. Implications of the findings indicate that educators, including advisors, should be mindful of the stress of heavier course loads for students. Student Affairs organizations may be helpful for younger students in building community, but there seems to be a point where organizations can add to students' stress levels. More research is needed to understand these complex dynamics. The current project's research continues to review how stress and support impact student well-being and the evolution of wellness throughout the semester for agriculture and life science students.