Background: Exam-related stress and anxiety are common occurrences among medical students, especially with changing curricular trends and assessment patterns. It leads to psychosomatic disturbances (Gastrointestinal disturbances, chronic pain disorders, substance abuse, drug overuse, depression, etc.) especially around exam periods. It lowers their academic performance and satisfaction levels, ultimately affecting the health care delivery in long run. Methodology: A pre-validated questionnaire was circulated among the exam-going students. Anonymous responses were solicitated to encourage honest responses. We used MS-Excel for quantitative analysis. Content and thematic analysis was done for qualitative responses. Results: Out of 205 responders, there were 88 and 117 students from 3rd and 4th MBBS year respectively. About 56% of students perceived moderate-to-significant exam-related stress. Apart from exams in general, most were apprehensive about practical exam performance and faculty expectations. Only about 42% were satisfied with their level/efforts of study against the academic workload. Common themes for causation were time management, concentration challenges, lack of guidance/support, and ineffective study techniques. Vast majority had sleep disturbances and about 60% had somatic disturbances. Students had a strong preference for informal and emotion-based coping. Conclusion: Exam-related stress in multifactorial and needs to be addressed appropriately. Implementing structured study schedules and time management techniques could alleviate some of the stress. Encouraging active learning methods, such as spaced repetition and active recall, might enhance retention.