Little empirical attention has been given to the academic stress experienced by Native American undergraduates. This study explored the relation of self-beliefs, ethnic identity, and cultural congruity with academic stress among 158 (65 males and 93 females) Native American university undergraduates. Participants completed instruments assessing self-esteem, academic self-efficacy (grade and task), ethnic identity (centrality, public regard, and private regard), cultural congruity, and academic stress. Hierarchical regressions revealed that self-beliefs (specifically task self-efficacy), ethnic identity (particularly public regard), and cultural congruity predicted academic stress, accounting for 23.7% of the variance. Each of these constructs was negatively related to academic stress. These findings are discussed in light of the literature, and ideas for college-based interventions are given.