This research examines the psychological stress coping efficacy among student teachers on teaching practicum. A survey design was used to collect data for the study. A sample of 153 student teachers‟ (72 males and 81 females) Bachelor of Education Degree Program was selected for the study. Student teacher interview schedule and the mentor schedules were used to collect qualitative data from the respondents. Results from the qualitative data were analysed using descriptive statistics such as frequencies, and percentages. A COPE instrument that was developed by one researcher had a reliability alpha of 72, was used to collect quantitative data from the student teachers. The quantitative data was analysed using a chi square test ( a test of independence) to determine whether the five most preferred coping biographical variables determined the way student teachers on teaching practicum used the stress coping strategies.