Abstract: Academic stress is a significant psychological concern among students, often affecting emotional well-being, cognitive function and academic performance. The present study explored the role of indoor and outdoor activities in relation to personality traits in managing academic stress and promoting emotional well-being. A qualitative research design was employed and the data were collected through semi-structured interviews with 11 students from diverse academic background. The study examined student’s experiences of academic stress, their self-identified personality traits, preferred coping activities and the perceived impact of these activities on emotional regulation. Findings indicated that academic stress was most prominent during examinations, entrance tests, and periods of heavy academic workload. Participants reported symptoms such as anxiety, nervousness, low confidence, negative thoughts, and difficulty concentrating. The analysis revealed that personality traits influenced coping preferences. Introverted participants tended to prefer indoor activities which promoted emotional expression, calmness, and self-reflection. Extroverted participants preferred outdoor activities which enhanced mood provide social interaction and reduce stress through physical engagement.