Students without disabilities encounter anxieties on a daily basis how much more students with one disabilities or the other coupled with academic activities. The study investigated the sources of anxiety and coping strategies employed by students with special needs in Federal College of Education (Special) Oyo, Oyo State. Descriptive survey design was adopted for the study. Purposive sampling technique was used to select 100 respondents for the study. The respondents comprised 35 hearing impaired, 35 visually impaired, and 30 physically impaired students. Researcher’s designed questionnaire titled Sources of Anxiety and Coping Strategies was used to obtain data from the respondents. The instrument was validated by experts in the Department of Social Sciences Education, University of Ilorin. The reliability of the instrument was ascertained using Cronbach Apha. The instruments yielded reliability coefficient values of 0.75. Mean Rating was used to answer the research questions one and two, and ANOVA was used to test the formulated hypotheses at 0.05 alpha level of significance. The result of the study showed that school related sources of anxiety has the highest mean score followed by home related sources of anxiety and disabilities sources of anxiety. Findings also revealed that there was no significant difference in the coping strategies employed by students with disabilities based on the type of disability. It was recommended among others that psychologists and counselors should be posted to schools with special needs to help students with disabilities adopt adequate coping strategies to prevent school related anxieties.