Aim: The aim of the study is to analyze the physical fitness of female Physiotherapy students in correlation with depression, anxiety and stress. This study also aims to create awareness among the students to engage them in the physical activities to improve their physical and mental fitness. Background of the Study: The effectiveness to carry out daily task with vigor and alertness, without undue fatigue is not easy, therefore in order to complete all of these tasks; one must consistently address their fitness. Schools and colleges are also marked as a stressful environment that often has a negative effect on students__ampersandsignrsquo; academic performance, physical health, and psychosocial well-being. Methodology: After getting proper approval from the Institutional review board, 50 female physiotherapy students were selected from 75 volunteers based on the inclusion criteria(age of 17-22, normal BMI, healthy human being). The samples with psychological problems, tachycardia, and wheezing was been excluded. This observational study was carried out for the duration of 1 week among the students of faculty of physiotherapy. After getting consent from the samples they were assessed by six minute walk test (6MWT) focusing on gauging the aerobic capacity and endurance and psychological status by depression anxiety stress scale (DASS 21). Result and Conclusion: In analyzing the data it shows that the subject with less fitness have more anxiety, depression and stress and the samples with more fitness have less depression anxiety and stress. __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp; __ampersandsignnbsp;