Abstract: Background: perceived e-learning stress is a common experience for university students, stress can have detrimental consequences for university students, such as poor academic performance, and mental or psychosomatic symptoms. The purpose of the study was ‎ to assess the correlation between perceived E-learning stress and E- learning acceptance among psychiatric nursing students at Beni-Suef University. Design: a descriptive correlational design was used to achieve the purpose of the study. Setting: the study was conducted at the Faculty of Nursing Beni-Suef University, Egypt.  Sample: A purposive sample of 90 fourth-year psychiatric nursing students. Instruments: Data were collected using the following instruments, (1) An Interviewing Questionnaire to assess the socio-demographic characteristics of the students. (2)  The Perceived Stress Scale (PSS) to assess E- learning related stress. (3) Acceptance of the E-learning scale to assess E-learning acceptance. Results: the results revealed about half (48.9%) of the studied subjects had low E-learning acceptance and near to three-quarters (70 %) of them had moderate perceived stress. There was negative insignificant correlation between E-learning acceptance and perceived E- learning stress. Conclusion: it was concluded that the studied subjects suffer from perceived E-learning stress and they have low E-learning acceptance. Recommendation: Develop a Psychiatric nursing intervention program to reduce the perceived E-learning stress and enhance E-learning acceptance. Routine screening for perceived E-learning stress as a part of the educational process in the university.