Students differ in how they cope with and manage stress associated with university life. This study investigates associations between adult attachment and coping strategies for exam-related stress. Fifty-seven students at a university in the north of England completed online questionnaires to assess attachment anxiety and avoidance, helpful and unhelpful coping strategies, and positive and negative affect. We found that students who were more avoidant in their attachment relationships were less likely to report using helpful problem-focused and emotion-focused strategies to cope with their exams. We also found that students who were more anxious in their attachment relationships reported using more dysfunctional coping strategies. We discuss the implications of the findings for university pastoral care and academic support systems. (Contains 2 tables.)