The demands of the university environment on students may produce social and academic stress, particularly for those students who are on their initial years of study and have to face new challenges. It is necessary to provide resources and guidance to those students from a multidimensional perspective in order to improve their quality of life and well-being. Precisely, the aim of this chapter was to describe the variables well-being, academic stress and coping strategies of a sample of university students. Gender differences were also described in the variable psychological well-being. The sample was composed of 260 Spanish university students belongs to the academic area of humanities, social and health sciences. For this purpose, a series of instruments were applied to students, such as a sociodemographic questionnaire designed ad hoc, the WHO-5 scale for the assessment of the perception of well-being in general, Ryff’s psychological well-being scales, an instrument to assess coping strategies, Adaptation of the Everyday Stress Coping Scale (Morales Rodríguez & de Rueda Villén, 2017), and the Inventory of Academic Stressors. The participants were asked to complete a hard copy of the questionnaires ensuring data protection, anonymity and confidentiality. A quantitative, cross-sectional study that can be classified as an ex post facto design was used. For the datal analyses, a series of statistical procedures were carried out, such as descriptive analyses, Pearson’s Correlation Coefficient and t-test for independent samples. The results obtained are thus reported and will be compared against those founded in previous studies. The findings are considered relevant for the design of a psychoeducational programme for improving the general and psychological well-being in the university environment.