Introduction: The current investigation was aimed toward testing the factor structure and psychometric properties of Academic Stress Questionnaire (ASQ).Method: Two-hundred and eighty four students (100 male and 184 female) were selected through multi-stage sampling method. Students completed the Farsi version of ASQ and the Academic Self-Efficacy Questionnaire (ASEQ). The exploratory factor analysis and confirmatory factor analysis and internal consistency were used to compute the ASQ's factorial validity and reliability, respectively.Results: The results of principle component analysis (PC) and oblique rotation replicated the four-factor structure of the ASQ. Based on item content, factors were named difficulty with academic performance in class, difficulty with academic performance outside of class, difficulty with interaction at university and difficulty with managing work, family and university. Based on linear Structural Relations (LISREL) software, Goodness-of-fit indices of confirmatory factor analysis confirmed the 4 extracted factors. The multidimensional Scales of ASQ were shown to be an acceptable measurement model in this sample. The significant negative correlation between the ASQ total score and total score of academic self-efficacy confirmed the convergent validity of the ASQ.Conclusion: These findings speak to the robustness of the ASQ, in revealing its relatively stable structure, and consequently, to its potential usefulness as a valid measure of academic stress for Iranian students.