This study investigated the relationship between stress management skills and academic achievement of Library Science students in two universities. A total of 800 students randomly selected from 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 its original form found in Blonna (2005). It has reliability co - efficient of 0.81. Data generated from this instrument were correlated with current students’ grade point average scores (G.P.A) using Pearson product moment correlation method. Results showed strong positive relationship between stress management skills and academic achievement. The relationship still exists when the data for each of the two genders were processed separately. It was recommended that stress management skills training should be given prominence in universities guidance and counseling progammes while concerned authorities should endeavor to provide facilities that may help to reduce academic stress.