University is a pivotal period in a young adult's life; however, for some, university may be a recipe for disaster due to the stress and pressures that come along with university education. The purpose of the present study was to examine students' feelings of stress, loneliness, and levels of learning burnout in order to determine if these factors are related to students' academic experience, including academic coping ability, overall academic performance, and educational engagement. An online self-report questionnaire was administered to 150 undergraduate students recruited from the Psychology participant pool at a medium-sized Canadian University. There were no significant gender differences in academic stress; however, females showed higher levels of social support coping. Feelings of loneliness and learning burnout negatively influenced students' overall academic experience and their perceptions of stress. Academic coping ability did not have a mediating effect on the relation between feelings of loneliness and learning burnout; however, avoidance and approach coping ability mediated the relation between loneliness and academic performance among students. Findings from this study may inform the development of intervention and prevention programs to help students more effectively manage academic stressors, which may affect their educational experience.