The main aim of this study was to examine the predictive contribution of perceived stress, styles of coping with stress (Problem-oriented, Emotion-oriented, Avoidance-oriented styles) and mindfulness in explanation of partaking in health promotion behaviors, with gender and age as controlled variables. 307 college students (269 females and 38 males) were included in this study from 45 different higher education institutions in Croatia. The rate of taking part in health promotion behaviors was assessed using the Health-promotion Lifestyle Profile-II - HPLP-II (Walker, Sechrist and Pender, 1995), levels of perceived stress were assessed using the short version of Perceived Stress Scale - PSS10 (Cohen and Williamson, 1988), a short version of the COPE (Coping Orientation to Problems Experienced) questionnaire - BriefCOPE (Carver, 1997) was used to assess different styles of coping with stress, while the Mindfulness Attention Awareness Scale - MAAS (Brown and Ryan, 2003) was used to assess the level of mindfulness. Significant Pearson correlation coefficients were found between perceived stress, Problem-oriented style of coping, Emotion-oriented style of coping, mindfulness and taking part in health promotion behaviors. A four-step hierarchical regression analysis was conducted with the purpose of examining the predictive contribution of perceived stress, Problem-oriented, Emotion-oriented, Avoidance-oriented styles of coping with stress and mindfulness, with gender and age as controlled variables, in explanation of partaking in health promotion behaviors. According to the results, perceived stress, Problem-oriented styles of coping, Emotion-oriented styles of coping and mindfulness have a significant contribution in predicting taking part in health promotion behaviors. Specifically, lower levels of stress, a higher level of Problem and Emotion-oriented styles of coping and a higher level of mindfulness predict a higher level of taking part in health promotional behaviors by college students. The results of this study may be useful for constructing educational programs and interventions with the aim of spreading the knowledge on the many potential benefits of partaking in promotional health behaviors as well as helping students in changing their potentially harmful behaviors or in sustaining their protective health behaviors.