The aims explored associations between stress ratings and influences on coping and personality on student course satisfaction and anxiety. Most research construes stress as distress, with little attempt to consider positive 'eustress' experiences. Undergraduate students (N = 162) were surveyed on student and pandemic-related stressors, personality, support, control and on course satisfaction and anxiety. For course satisfaction, conscientiousness was the strongest predictor, followed by uplifting ratings of learning resources adapted during the pandemic. These uplifting ratings also support the efficacy of optimism. Support ratings were significant, but only as a hassle. This suggests work still needs to be done to maximise support opportunities on virtual learning platforms. Lack of motivation was strongly associated with anxiety. Context control and optimism had a buffering and mediating effect on levels of anxiety. Optimistic thinking strategies were effective in managing pandemic circumstances outside student control. Conscientiousness, control, support and optimism are integral in building student coping.