As both a lifelong move and component of formal education, language learning could be accompanied with educational stress. However, although debilitating in nature, stress especially if it is at optimal levels could have a facilitating role in keeping students persistent in their learning process. Thus, the present inquiry aimed to shed light on the possible relation between educational stress and EFL persistence. To this end, it utilized mixed methods research design involving both quantitative and qualitative data. Quantitative data were gathered through two different tools as Educational Stress Scale and Persistence Scale for Language Learning. Open-ended question form was administered to collect the qualitative data. Descriptive and inferential statistics was used to analyze the quantitative data while conventional and directed content analyses were performed for the qualitative data. The findings indicated that there is weak but positive correlation between educational stress and EFL persistence. Although students were found to have relatively high levels of academic stress, they had greater tendencies to continue learning instead of giving up and voiced their potential solutions in face of academic challenge. The findings of the current study could contribute not only to the foreign language research dealing with affective constructs but also to the promising field of positive psychology interventions in EFL.