Objectives: This study aimed to evaluate the potential stressors that affect dental students across all four years of dental education curriculum andtheir relation to year of study and gender in Mansoura University, Egypt and Tripoli University, Libya. Material and Methods:A total of 1130 dental students of both sexes were selected from two dental faculties,one in Mansoura University, Egypt, and the other in Tripoli University, Libya. Students aged from 18 to 24 years. The sample size of undergraduate dental students were (n=520) in Faculty of Dentistry in Mansoura university, Egypt. Whereas, sample size were (n=610) in Faculty of Dentistry in Tripoli university, Libya. Results:The study revealed that the top stressful problem areas for Egyptian students in preclinical years were problems related to schooling, curriculum content, laboratory and clinical training, time and personal feeling, while the top stressful problem areas for Libyan students in the same year were problems related to evaluation system and life situations .However, the most three frequent mentioned problem areas during clinical years regarding schooling, and curriculum content and interpersonal relationship were top stressful problem among Egyptian male students and Libyan female students. Conclusions:The problems related to schooling, curriculum content, laboratory and clinical training, time and personal feeling were the top stressors of Egyptian and Libyan dental undergraduate. Some variation between faculties, males and females were noted. The introduction of stress management education into the curriculum could prove useful in combating those problems.   Keywords:dental student, stress, Dentistry, stressors