Description/Overview: This session will describe a mixed method study of student stress and self-directed learning in an active learning environment. The purpose of the study was to examine student stress and learning in the junior year of a four year nursing program the year after a new curriculum was implemented. This sample was chosen because students had difficulty transitioning to this intensive year of study during which they had their first clinical experiences. Additionally, the researchers sought to identify and describe student perceptions of teaching and learning practices in an active learning environment. The active learning environment was a key element of the teaching philosophy embedded in the new curriculum. Study methods included the administration of three instruments measuring student engagement, perceived stress, and self-directed learning readiness; and focus group interviews. The results of the study indicated that students reported varying levels of stress. The students in the study were engaging in class and utilizing some self-directed learning strategies. The results of this study are important for nurse educators to consider if they are utilizing active learning strategies. Additional results that describe students’ perceptions of how to ease the transition to upper division clinical courses are important to consider for students’ health and success.