The prevalence of stress among university students attributed to online learning is escalating daily. This article investigates the various factors that contribute to stress in students engaged in online education. The study examines both internal factors, such as time management skills, and external factors, including limited social interaction. Through a comprehensive survey conducted among university students, the research identified that difficulties in maintaining focus, challenges associated with multitasking, and feelings of isolation emerged as the most significant contributors to stress levels. Furthermore, it was observed that students made considerable efforts to mitigate these challenges by developing structured schedules and prioritizing essential tasks. However, despite these strategies, many students reported that they had not fully alleviated the stress associated with online learning. The findings suggest a complex interplay of individual and environmental factors affecting student well-being during this transition to online education. As institutions continue to adapt to these changes, addressing the identified stressors may be crucial for enhancing student mental health and academic performance.