How to assist young people to achieve to their potential is a universal concern of educators. The relationship between achievement above that expected on the basis of IQ alone (often referred to as overachievement) in school assessment and preferred coping style, as assessed by the Adolescent Coping Scale (ACS, Frydenberg&Lewis, 1993a), was investigated in a group of 374 boys in Grades 9, 10 and 11 at an independent boys’ school in metropolitan Melbourne. Separate partial correlation analyses for each of the three year levels showed that three of the coping strategies, Work and Achieve, Solve the Problem, and Social Support positively correlated with overachievement at all three levels. Other subscales also correlated significantly at one or other of the grade levels.It was concluded that overachievement may be better regarded as approaching one's full potential by the use of optimal coping strategies and avoidance of alternative responses to stress which appear to be non‐product