Abstract—Science students have faced increasingly stressful educational environments as introduction of the coronavirus disease 2019 (COVID-19) forced colleges to transition to virtual instruction in 2020. The current climate might undermine efforts to engage students from underrepresented minority backgrounds in science, technology, engineering, math, and medical (STEMM) fields. Students intending to major in a STEMM field from a 2-year, community college and 4-year, baccalaureate-granting institution completed a survey about psychological stress, science self-efficacy, and mental and physical health. Results indicate that college students (N = 219; Mage = 22.72, SD = 5.14; 74.4% female) during the pandemic reported higher stress levels than national norms for this age group during the last economic downturn in 2009 and at levels comparable to students experiencing a lab stressor pre-pandemic in 2018, particularly community college and female students. Higher stress was predictive of greater anxiety, depressive, and somatic symptoms. It was also related to lower confidence in exceling in science courses across the year, completing a science degree, and, ultimately, pursuing a science career. The findings suggest short-term and long-term consequences of COVID-19 on student health and science education that educators and institutions should address in continuing efforts to diversify the future STEMM workforce.