Implementation of university-based animal-assisted stress-prevention programs is increasing despite limited knowledge about impacts on students' academic success. This randomized trial (N = 309) examined the effects of a 4-week stress-prevention program with varying levels of human-animal interaction (HAI) and evidence-based content presentations on students' executive functioning (EF). Effects were examined while considering the moderating role of students' risk status (N = 121), based on history of academic failure, suicidal ideation, mental health, and learning issues. Intent-to-treat analyses showed that at-risk students showed the highest levels of EF (? = 4.74, p = 0.018) and metacognition (? = 4.88, p = 0.013) at posttest in the condition featuring 100% HAI, effects that remained 6 weeks later (?[subscript Global EF] = 4.48, p = 0.028; ?[subscript Metacognition] = 5.31,p = 0.009). Since evidence-based content presentations did not confer benefits for at-risk students' EF, even when offered in combination with HAI, universities should consider providing at-risk students with targeted programs emphasizing exposure to HAI.