Stress is a prominent factor for all individuals, especially those within the college population. Understanding stress, its impacts, and how to manage it are strategies to improve daily lives of many. The focus of this research study was to determine the differences of stress levels between freshmen and senior college students when presenting. Using the Trier Social Stress Test (TSST), this lab-based stress-inducing task incorporates a presenting aspect which is highly applicable to the college student population. Another purpose of this study was to consider its results and understand stress levels in order to provide quality stress management skills in the future. The TSST used in this research study had participants spend 15 minutes preparing a 5-minute speech on a fake autobiography. The participants were then instructed to present the speech in front of a configured Zoom call audience which consisted of six faculty members from different departments at Roanoke College. Although this Zoom call was not live and rather used prerecorded videos of the faculty members, it was presented in a way to deceive participants into thinking it was live. This is a strategy to evoke stress. This study included self-report and physiological data collection. Specifically, surveys consisting of the State Trait Anxiety Inventory (STAI Y-6 and Y-2) along with heart rate. Data was compared between three segments: baseline, preparation, and presentation.  Analyses indicate a significant difference in stress levels in segments for both physiological (F (2, 29) = 101.94, p < .001) and self-report F(2, 29) = 9.037, p < .001) data collection – indicating the TSST accurately induces stress. However, there was no significant difference in class standing. Therefore, stress levels do not differ depending on presentation experience.