This research explores the impact of student use of energy psychology techniques in the classroom setting. The descriptive design quasi-experimental study also examines how energy psychology techniques used in the classroom are related to age and gender by use of the survey method. Questionnaire packets were administered to seventy-five college students at Tennessee State University in Nashville, Tennessee divided into two groups established by treatment variable. Group one participated in a stressor activity and questionnaire only whereas group two participated in the stressor activity and an energy psychology tapping acupressure technique prior to completing their questionnaire. Quantitative data was collected from the questionnaires and while there were weak correlations in regards to coping mechanisms in that the older the students were the higher their DASS composite scores were and thus they had more difficulty coping in the classroom setting, the limitations within the study did not allow for sufficient data and no significant findings were demonstrated to reject any of the null hypotheses; Therefore, the study did not show a significant difference in how students coped in the classroom when exposed to energy psychology, nor did students show differences in coping within the genders due to limitations noted in the study. Implications for future research are given. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]