This research was conducted to determine the effectiveness of peer-helping to reduce academic-stress of students collaboratively, and the effectiveness of peer-helping to reduce academic-stress of students individually. This study used Single Subject Research with ABA design. The subjects were 6 students who demonstrated high academic-stress symptoms. The instruments used were; academic-stress scale, self-reflection sheets, observation rubrics, and student worksheets. Data were analyzed by using visual data analysis and Wilcoxon matched pairs signed ranks test. The results of this study were (1) peer-helping is effective to reduce students’ academic-stress collaboratively; (2) peer-helping is also effective to reduce students’ academic-stress individually.