The university stage is the important turning point of the psychological development of minority college students in Han district colleges. Therefore, the adaptation of minority college students in Han district colleges to this stage not only directly influence their current physical and mental development, but also influence their subsequent development (Glass, Gómez, & Urzua, 2014; Mattei, 2014; Perera & McIlveen, 2014; Torres & De la Cruzb, 2015). Previous researchers found that college adaptation among minority college students in Han district colleges was worse than college adaptation among common college students (Lu, 2007; Meng, 2014; Zhou, 2014). It is very necessary to study factors and the potential mechanisms that influence college adaptation among minority college students in Han district colleges in order to improve their college adaptation. The present study aimed to explore the moderated mediation among stress, coping style, cultural intelligence and college adaptation among minority college students in Han district colleges. A sample of 779 minority college students in Han district colleges of 8 college (416 boys and 363 girls, Mage=20.21±.88) was recruited in the study to complete self-report questionnaires. The self-report questionnaires used in this study included sense of stress scale, coping style scale, cultural intelligence questionnaire and college adaptation questionnaire． The results indicated that: (1) stress was a risk factor of college adaptation among minority college students in Han district colleges; (2) coping style mediated the effect of stress on college adaptation among minority college students in Han district colleges. Stress not only directly influence college adaptation among minority college students in Han district colleges, but also through influence positive coping style and negative coping style, ultimately influence college adaptation among minority college students in Han district colleges; (3) cultural intelligence moderated this mediation effect of coping style. Cultural intelligence not only moderated the relationship between stress and coping style, but also moderated the relationship between stress and college adaptation among minority college students in Han district colleges. For minority college students in Han district colleges with high levels of cultural intelligence, with the increase of stress, minority college students' negative coping style and college adaptation had no obviously ascending trend (β= –.03, t = –.65, p > .05; β= –.05, t = –.54, p > .05), and minority college students' positive coping style had descending trend (β= –.14, t = –3.07, p <.01)．For minority college students in Han district colleges with low levels of cultural intelligence, with the increase of stress, minority college students' positive coping style and college adaptation had obviously descending trend (β= –.30, t = –6.24, p < .001; β= –.53, t =–5.38, p < .001), and minority college students' negative coping style had ascending trend (β= .23, t = –4.71, p <.001). The effect of stress on college adaptation among minority college students in Han district colleges was moderating mediating effect.