Abstract: This study investigated between stress management skills and academic behaviour of undergraduate students in Nigerian universities. A total of 800 undergraduate students randomly selected from 2 universities participated in the study. Three null hypotheses were tested using data generated from research instruments. The instruments included a modified stress management scale adopted from Blonna and an academic behaviour scale developed and validated by the researcher with reliability co-efficient of 0.81 and 0.75, respectively. Data generated from these instruments were correlated using pearson product moment correlation method. Results showed strong positive relationship between stress management skills and academic behaviour. It was also found that stress management skills and academic behaviour are not gender sensitive. It was recommended that stress management skills training should be given prominence in universities’ guidance and counselling programmes, while concerned authorities should endeavour to provide facilities that may help to reduce academic stress.