This study investigated the relationship between the Examination Stress and Academic Achievement of higher secondary school students. A total of 314 higher secondary school students of 11 standard were randomly selected from five higher secondary schools of Kancheepuram district. Examination Stress Inventory designed and standardized by Dr. K. Saraladevi(2001) was used as a data collection instrument. Students’ half-yearly examination total scores were taken as the Academic Achievement. Pearson product moment correlation method was used to correlate Examination Stress and Academic Achievement. Findings of the study indicated that the level of Examination Stress and Academic Achievement was moderate and low respectively. A moderate negative correlation between Examination Stress and Academic Achievement was found. There was a significant difference in the Academic Achievement of higher secondary school students with respect to their Examination Stress level. The students with low Examination Stress level were found to have higher Academic Achievement than students with moderate and high Examination Stress level. Key Words: Examination Stress, Academic Achievement.