This study investigates the self-perceived factors that influence stress levels felt by bioengineering students as they progress through their education at an R1, minority serving institution. Anonymous surveys of 218 bioengineering students were conducted across six different cohorts. Fifth and sixth year students were omitted from this study due to their low sample size. Collected data regarding participant AP course history, hourly commitment to academic studies, stress levels within their major, and potential factors that contribute to their stress was analyzed via statistical testing to identify trends correlating specific factors with stress. Analysis of the data indicates that student stress levels generally increase each year, climaxing in their third year, followed by a notable decrease in the final year. Furthermore, bioengineering students reported feeling less prepared and less confident in their abilities to succeed as they advance through their major each year, until their fourth year of study. Additionally, student responses highlighted key stress categories, including academic performance, future plans, social life, resource scarcity, and mental and physical health. These initial trends suggest that while stress and workload intensify over the course of the bioengineering curriculum, third year bioengineering students experience the highest levels of stress and perceived unpreparedness, emphasizing a need for targeted support for these students to alleviate their stress.