The purpose of the current study was to test culture-specific coping strategies as moderators of the effects of race-related stress on academic self-concept for 201 African American students attending a predominantly White institution. It was expected that participants who endorsed greater use of culture-specific coping strategies would yield high academic self-concept in relation to high levels of race-related stress. Moderated regression analyses were performed to test the study hypotheses. Regarding main effects, race-related stress was revealed to be the strongest predictor of academic self-concept beyond grade point average. This finding suggested that a hostile racial climate on campus can contribute to poor academic self-concept. Furthermore, a significant interaction was revealed between race-related stress and spirituality which indicated that students who endorsed high use of spirituality exhibited lower academic self-concept in relation to high levels of race-related stress. Implications of the findings are discussed.