This study examined stress, coping, and perceived academic goal progress among first- (n = 363) and continuing-generation (n = 325) college students. Stress was significantly related to institutional supports for first- but not continuing-generation students. In addition, institutional supports explained the relation between stress and perceived academic goal progress for first- but not continuing-generation college students. Reflective coping explained the relation between stress and perceived academic goal progress for first- and continuing-generation college students. Contrary to hypotheses, friend and family supports did not explain the relation between stress and perceived academic goal progress for first- or continuing-generation college students. Findings point to the relative importance of institutional supports in understanding links between stress and perceived academic goal progress for first-generation college students.