Objective: Subjective task-related distress predicts future performance on longer versions of the same distress-inducing task (Reinerman-Jones, Matthews, Warm & Langheim, 2011), as well as future occupational functioning (Schell, Woodruff, Corbin & Melton, 2005; Matthews & Falconer, 2002). Additionally, task-related distress correlates with working memory capacity (Matthews & Campbell, 2010), which in turn predicts academic functioning (Alloway & Alloway, 2010). This study examined whether performance on a working memory task (2-Back) and subjective task-related distress each independently contributed to prediction of academic functioning (GPA). Method: 39 college students (female = 27), ages 18 to 33 (M = 23.67. SD = 3.46) completed a 2-Back task from the NIH EXAMINER and the Dundee Stress State Questionnaire, which was administered before and after 2-Back completion to measure task-related distress (“Distress”). Results: We ran two hierarchical linear regressions, using GPA as the criterion variable, and 2-Back performance and Distress as predictors on steps 1 and 2, respectively, as well as in the reverse order. The results showed that both Distress and 2-Back each predicted GPA when entered alone on Step 1 (both F values > 7.85, both p values < .01). Additionally, 2-Back showed a trend for contributing to GPA above and beyond Distress (Fchange =3.85, p = .059, R2 change = .089), while Distress did not account for unique variance above and beyond 2-Back. Conclusion: These results support the notion that subjectively experienced task-related distress is related not only to occupational, but also to educational, functioning, although this contribution appears to overlap considerably with working memory capacity.