Stress experienced by community college students is increasing and can jeopardize health and performance. Sources of stress felt by students are not well understood because they typically confide in peers. This article reviews the literature on the scope, signs, and effects of stress. A study is described that identifies gender differences in sources of stress among community college students. The 351 subjects (210 females, 141 males) attended the same community college; most (69%) lived at home with their parents. They self-administered the online College Stress Poll consisting of 17 multiple-choice items. Poll data were analyzed using a series of Chi-square independence tests to compare gender responses with Cramer's V applied as the measurement of effect size. Females significantly more often than males reported getting along with family as stressful and felt greater pressure from parents to perform better than their classmates. Females were more often exposed to stress from peers who interrupted them during study time and insisted that they respond quickly to text messages. Both genders identified getting good grades as a major source of stress, admitted having poor time management skills, and lacked understanding in some courses. Results identified ways for educators and parents to reduce undue stress imposed on students. Workshop topics about stress were chosen by students that they wanted the college to provide for parents, teachers, and students.