This research explored the perceptions of students at a university campus in Gauteng South Africa on external factors that may contribute to their emotional (psychological) and academic functioning. During a preliminary investigation, three students at a residential university voluntary came for psychological counseling sessions because of stress related issues. They were interviewed and it was provisionally determined that six external factors contributed to their stress and burnout. Although it started off with a qualitative instrumental case study approach the research developed into a pluralistic study. Group counselling was introduced to the three students as it was anticipated that sharing painful experiences might be more effective. An action research methodology was followed: factors realized as themes or categories during discussions, and the research was followed up by a quantitative method. Participants (89) from four universities were selected by convenient sampling to complete a questionnaire. The discussion and conclusion on results will reflect some findings of the quantitative research where it may be considered in support of the qualitative research. This article seeks to make both a theoretical and practical contribution to the knowledge of factors that impact on emotional well-being and academic performance of students. I will argue that the clarity of the association between a university learning environment and students' perspectives are often limited, because students' perspectives are seldom adequately considered. A bibliography is included. [For complete volume, see ED567040.]