The highly competitive atmosphere during 10th board examinations has led to a substantial increase in test and academic anxiety among students over the years. This research compares the test and academic anxiety, and coping resources of 10th board exam students from schools in Pune who have adopted unconventional (alternative) teaching methods with those from conventional (traditional) teaching methods. The unconventional schools preferably do not engage in ranking or comparative marking of their students based on performance but use unique, practical-based teaching methods, promoting conceptual understanding which could be one of the important reasons of reduced stress levels. From each school type, a sample of 61 students (36 girls, 25 boys) was obtained. Intervening variables of school board and medium were controlled. The tools used were Short Form of the Test Anxiety Inventory (Taylor & Deane, 2002); Academic Anxiety Scale for Children (Singh & Sen Gupta, 2013) and Coping Resources Inventory – Youth Form (Moos, 1993). Although there is no significant difference on test anxiety of unconventional and conventional school students, the mean scores indicate that unconventional school students have higher test anxiety. On the other hand, unconventional school students have significantly lower academic anxiety, and the conventional school students show avoidant coping resources. These results support the emergence of unconventional education systems to reduce academic anxiety of students and lower avoidant coping. It can also be understood that exam practice is necessary for unconventional school students to reduce their test anxiety of 10th board exams.