In this study it was empirically investigated the effects of the educational coaching on students’ academic motivation, error-oriented coaching and educational stress. The study was conducted on 60 students who had graduated from high school and preparing to university entrance exam. Data were collected from two samples; 30 students (in experimental group) who received educational coaching for a period of five months and 30 students (in control group) who only given seminars on academic motivation, error-oriented motivation, and educational stress. Results from 30 experimental-control group dyads were analysed. The results indicate that the educational coaching is effective on students’ academic motivation, error-oriented motivation and educational stress. Findings show a statically significant difference between the academic motivation scores of experimental and control groups on behalf of experimental group. Additionally a statically significant different is also seen between the educational stress scores of experimental and control groups on behalf of control group. Consequently it can be said that the educational coaching sessions increase the students’ academic motivation and decrease educational stress.