The aim of this study was to assess whether a music intervention, compared to no music intervention, influences stress and anxiety levels and academic performance of undergraduate nursing students enrolled in their first semester of nursing coursework. Nursing students experience higher levels of stress than students in any other health science academic programs and if unable to manage their stress, it can potentially impact their health and academic performance. A randomized controlled approach explored the effects music has on stress and anxiety levels and academic performance among undergraduate nursing students. Students were randomized into two recording groups: (1) Music Intervention Group (experimental), and (2) Non-Music Group (control). Heart rate, blood pressure, State-Trait Anxiety (STAI) scores, and academic performance were measured and compared between the two groups. A total of 89 students participated in the study. A decrease in STAI scores from pre-intervention to post-intervention was found in the music group (p = 0.001). An increase in heart rate for both groups were recorded from pre-intervention to post-skill (p < 0.001) and post-intervention to post skill (p < 0.001). An increase in blood pressures from post-intervention to post-skill assessment (p = 0.001) was reported for only the music group. This study addressed how or if music can influence the physiological and/or psychological responses of students while also promoting them to engage in self-care. [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.]