The role of the college student was linked to increased stress and subsequent negative effects including compromised psychological, social, physical, and academic functioning. To identify self-regulation factors which may be important in stress appraisal, researchers recommended increased focus on AEI and CF. To further establish an understanding of stress in college students, researchers also recommended increased focus on community college students. The specific research problem was the lack of agreement about the relationship between AEI, CF, and perceived stress in the community college student population. Accordingly, the purpose of this quantitative, correlational study was to examine relationships among CF, AEI, and stress in a community college student sample. The sample included 78 students enrolled at a community college in the southwestern United States who completed an online survey measuring the three variables. The predictor variables were AEI and CF and were measured with the Situational Test of Emotional Management -- Brief version and the Coping Flexibility Scale, respectively. The outcome variable of stress was measured with the ten-item Perceived Stress Scale. Simple linear regressions indicated total CF was a significant predictor of perceptions of stress, F(1,76) = 7.73, p = 0.007, R2 = 0.09 as well as the subscale adaptive CF, F(1,75) = 27.36, p = .000, R2 = 0.27. No other significant relationships were evident. These findings offer partial support for previous research on CF and stress. The concurrent lack of support for other relationships (e.g., between AEI and stress or evaluative CF and stress) as well as limitations in the current study informed the directions for future research and practice. Future replication efforts should focus on the validity and administration of the survey instruments, utilize better timing on data collection, and include comparisons between both two and four-year university cohorts. By better understanding the relationships among AEI, CF, and stress in community college students, interventions aimed at helping students manage stress can be more effectively delivered. [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.]