Overview

The undergraduate major in Biology can serve as a stepping-stone for a wide variety of career opportunities. For students planning to attend medical, dental, or veterinary school, or graduate school in biological and applied sciences, the biology major provides a strong foundation in the basic life sciences. This foundation of knowledge, plus laboratory experience, also prepares students well for research and technical positions in universities, government, and industry.

While a major in Biology provides an excellent background for these technical careers, it can also serve as a valuable and satisfying focus of a liberal arts education for those not planning careers in science-related fields. An understanding of basic biological principles is of increasing importance in today’s world. A knowledgeable and concerned citizenry is the best guarantee that these issues will be resolved most effectively. Finally, an understanding of the processes of life can heighten our perception and appreciation of the world around us, in terms of its beauty, variety, and uniqueness.

All Courses

Requirements

Candidates for the general Biology B.S. degree must complete the following, which range from 90-105 total units:

Core Courses (must be taken for a letter grade when available:

* BIO 44Y not required if completing honors program. Failure to complete honors program results in student being required to complete BIO 44Y.

Required Foundational Breadth Courses-two courses may be taken credit/no credit:

* May be substituted with MATH 100 or beyond if student is interested in the fields of ecology and evolutionary biology.

** May be counted either toward the math requirement or foundational breadth, but not both.

*** If taken to fulfill the foundational breadth requirement, these courses do not count toward the 24 elective unit requirement.

Electives-24 units required, distributed as follows:

• Biology (BIO) or Hopkins Marine Station (BIOHOPK) courses numbered 100 or above.
• Approved out-of-department electives (list also available in the student services office).
• No more than 6 units from any combination of these courses: BIO 196A,B,C, 197WA, 197WB, 198, 198X, 199, 199W, 199X, 290, 290X, 291; BIOHOPK 198H, 199H, or 290H may be applied toward the total number of elective units. No more than 6 units applied toward the elective unit requirement may be taken CR/NC.
• One course from at least three of the four central menu areas listed below. The purpose of the central menu is to expose students to a wide range of topics studied within the field of biology and is intended to give students a breadth of knowledge. Please note-this requirement is only for the general major. Students pursuing a specialized field of study should consult the specific degree requirements listed in the “Fields of Study” section below.

Central Menu Areas:

1. Molecular (Area 1)
   • BIO 104. Advanced Molecular Biology
   • BIO 113. Fundamentals of Molecular Evolution3
   • BIO 118. Genetic Analysis of Biological Processes1
   • BIO 160A. Developmental Biology I1
   • BIO 160B. Developmental Biology II1
   • BIO 188. Biochemistry I
   • BIO 189. Biochemistry II
   • BIO 230. Molecular and Cellular Immunology1
   • CBIO 101. Cancer Biology1
   • CEE 274A. Environmental Microbiology I
2. Cell/Developmental (Area 2)
   • BIO 118. Genetic Analysis of Biological Processes1
   • BIO 129A. Cellular Dynamics I: Cell Motility and Adhesion
   • BIO 129B. Cellular Dynamics II: Building a Cell
   • BIO 137. Plant Genetics1
   • BIO 154. Molecular and Cellular Neurobiology2
   • BIO 158. Developmental Neurobiology2
   • BIO 160A. Developmental Biology I1
   • BIO 160B. Developmental Biology II1
   • BIO 171. Principles of Cell Cycle Control
   • BIO 230. Molecular and Cellular Immunology1
   • CBIO 101. Cancer Biology1
   • CEE 274A. Environmental Microbiology I
3. Organismal (Area 3)
   • BIO 112. Human Physiology
   • BIO 153. Cellular Neuroscience
   • BIO 154. Molecular and Cellular Neurobiology2
   • BIO 158. Developmental Neurobiology2
   • BIO 163. Neural Systems and Behavior
   • BIO 172. Molecular Basis of Body Plan Evolution
   • BIOHOPK 161H. Invertebrate Zoology
   • BIOHOPK 162H. Comparative Animal Physiology
   • BIOHOPK 167H. Nerve, Muscle, and Synapse
   • BIOHOPK 169H. Neurobiology and Behavior
   • BIOHOPK 171H. Ecological and Evolutionary Physiology
   • MI 185. Topics in Microbiology
4. Ecology and Evolution (Area 4)
   • BIO 101. Ecology
   • BIO 113. Fundamentals of Molecular Evolution
   • BIO 121. Biogeography
   • BIO 136. Evolutionary Paleobiology
   • BIO 143. Evolution
   • BIO 144. Conservation Biology
   • BIO 145. Behavioral Ecology
   • BIO 182. Modeling Cultural Evolution
   • BIOHOPK 163H. Oceanic Biology
   • BIOHOPK 185H. Ecology and Conservation of Kelp Forest Communities
   • BIOHOPK 172H. Marine Ecology
   • CEE 274A. Environmental Microbiology I

1. May be used to satisfy either area I or area II requirement.

2. May be used to satisfy either area II or area III requirement.

3. May be used to satisfy either area I or area IV requirement.

4. May be used to satisfy either area III or area IV requirement.

5. May be used to satisfy area I, area II, or area IV requirement.

Writing In The Major-one of the following:

* May also count toward the elective requirement.

Students intending to pursue research careers in biology, especially in ecology, population genetics, or theoretical biology, should be aware that MATH 19, 20, 21, or MATH 41, 42 are minimum mathematics requirements for the B.S. degree in Biology. Substantial additional training in mathematics, including differential equations, linear algebra, and probability theory, is often highly advisable. Students should consult the Biology faculty to discuss individual needs.

Additionally, even though only two or three quarters of physics are required, students should be aware that many graduate and professional schools (for example, Medicine) require a year of general physics with lab. Biology majors are therefore advised to take the year-long physics sequence PHYSICS 21, 22, 23, 24, 25, 26 if they plan to attend graduate or medical school.

For students considering study at Hopkins Marine Station or an overseas program, the department recommends fulfilling as many University General Education Requirements as possible in the first two years at Stanford.

All Courses

A Societal Mission

Stanford was founded almost 150 years ago on a bedrock of societal purpose. Our mission is to contribute to the world by educating students for lives of leadership and contribution with integrity; advancing fundamental knowledge and cultivating creativity; leading in pioneering research for effective clinical therapies; and accelerating solutions and amplifying their impact.

Who we are

What drives our faculty, students, and staff is a spirit of possibility, a legacy inherited from our pioneering founders who created Stanford in the memory of their only child to benefit other people’s children. At Stanford, we learn from our past but focus on the future, continually looking for new ways to make the world a better place. We believe strongly in the role that higher education plays in supporting a thriving society. Colleges and universities not only prepare students for their chosen path, but they help create the next generation of citizen leaders and problem solvers. Higher education institutions pursue a distinct and enduring mission in our society, dedicated solely to the creation and dissemination of knowledge. The breadth and richness of the fabric that comprises the world’s institutions of higher learning are integral to long-term human advancement and well-being.

Educating tomorrow’s global citizens

Stanford provides students the opportunity to engage with big ideas, to cross conceptual and disciplinary boundaries, and to become global citizens who embrace diversity of thought and experience. We offer students broad and deep academic programs across seven schools and multiple fields – including the arts and humanities, natural and social sciences, engineering, sustainability, medicine, law, education, and business. The university’s breadth of excellence and culture of innovation uniquely position it to attract and retain the best faculty in the world, who offer students the knowledge and tools to discover and embrace new ideas, and to prepare for successful careers and lives of service. The need for strong ethical principles to achieve a common good is embedded across our educational offerings. Stanford’s distinguished alumni network and highly engaged alumni community provide students with lifelong access to mentors and peers, who help to create partnerships with the world beyond campus, once again enhancing the collective contributions of our community.

Creating knowledge in an environment of academic freedom

Unfettered inquiry is the foundation of research and education. Driven by a deep belief in academic freedom, we continually pose questions and develop new ideas to advance knowledge. Fundamental, curiosity-driven research is central to the university’s mission, and students have extensive opportunities to join Stanford scholars in research that develops new knowledge and deepens understanding of ourselves and the world around us. A hallmark of Stanford is our extensive and vibrant ecosystem of interdisciplinary research. With all seven of Stanford’s schools located on our historic campus and many institutes serving as a hub for collaboration across academic fields, the opportunities for disruptive breakthroughs are numerous and the results are evident. Stanford has had 36 Nobel Prize winners since the university’s founding and is tied among research universities for the most Nobel Prizes won since 2000. We are equally purposeful in thinking actively about the ethical implications of our research and its application in the broader world.

Rapidly advancing knowledge into application

Building on our culture of interdisciplinary collaboration that drives discovery and innovation, the university is creating “accelerators” to readily support university researchers with funding, infrastructure, technological resources, and external partners so that discoveries made at Stanford can become solutions with impact far beyond campus. Examples include the Innovative Medicines Accelerator, dedicated to reducing the time and cost of making medicines while ensuring more effective treatments are reaching patients, and the Sustainability Accelerator within the Stanford Doerr of Sustainability, the university’s first new school in 70 years and a testament to its commitment to being a leader on climate-related research and education. Work is also ongoing within Stanford’s Graduate School of Education to accelerate more effective and equitable learning solutions, and at the Stanford Impact Labs, which creates an innovative research and development pipeline for the social sciences.

Excellence in clinical care

Our medical enterprise, Stanford Medicine, provides access to unparalleled patient care across the San Francisco Bay Area, while its world-class researchers make groundbreaking discoveries that advance medical care across the globe. Comprising the School of Medicine, Stanford Health Care, and Stanford Children’s Health, our medical enterprise focuses on predicting, preventing, and curing disease by tailoring health care to the unique biology and life circumstance of each of us. Stanford Medicine enjoys both physical proximity and strong research ties to the university’s other schools, allowing for strong partnerships among world-class faculty that accelerate tangible health benefits for patients.

A deep respect for diversity in all its forms

Stanford values diversity in background, experience, interests and perspectives. We see to cultivate a campus environment in which all students have the opportunity to learn from each other’s experiences and to think critically about their own views and preconceptions. The university seeks to provide all students with the opportunity and tools to build community and connection across the racial, socioeconomic, geographical, and political lines that often present barriers to greater understanding, mutual respect, and authentic friendship. Opportunities to foster social responsibility and an abiding appreciation for ethics are integral to the Stanford educational experience.

Financial support that makes a difference

We strive to support each student in accessing the full amount of financial aid needed to thrive at Stanford. This commitment to financial equity changes not only the lives of students who receive it, but also the education of those who learn alongside them. Nearly 70 percent of Stanford undergraduates receive some form of financial aid, and those from lower-income families have their tuition, room, and board provided for in full. More than 80 percent of those who receive an undergraduate degree from Stanford graduate with no debt.

A thriving student life

A flourishing residential campus is an integral part of the world-class educational experience Stanford offers. Stanford is home to a community of creative and accomplished people from around the world, from acapella singers to Olympic athletes. Students can choose from among more than 600 student organizations to become involved in, ranging from religious, ethnic, and cultural groups to organizations focusing on the arts and community service, to social, athletic, and recreational activities. And Stanford offers 36 varsity sports – 20 for women and 16 for men – in addition to campus-wide physical education academic classes, fitness and wellness, aquatics, intramurals, adventure programming, and 43 club sports.

Strong relationships with our neighbors

Stanford is proud to be a citizen of Silicon Valley and the Bay Area. We engage and build meaningful relationships with our neighbors through events, public exhibitions and performances in the arts, lectures, and lifelong learning, both on campus and online. We support local parents with access to health information, help K-12 teachers increase interest and involvement in math and science, and provide the local business community with access to lectures by today’s entrepreneurial thought leaders. And our medical enterprise, Stanford Health Care, provides access to unparalleled patient care across the Bay Area, while its world-class researchers make groundbreaking discoveries that advance medical care across the globe.

History

Since the School’s founding in 1917, its faculty, students and alumni have worked to solve education’s greatest challenges and improve lives through learning, discovery and driving change in practice and policy.

The emerging academic field of education was one of the founding departments of Jane and Leland Stanford’s new university, opened in 1891 to foster “direct usefulness and personal success” for the betterment of humankind. At the time, fewer than 6 percent of Americans attended high school – often because there was no school nearby. Fewer than 2 percent went to college. Stanford students flocked to the university’s education classes in search of a trade and to help make the schooling that they prized more accessible to all people. Ellwood Patterson Cubberley, chair of the department from 1898 and founding dean of the Stanford School of Education from 1917 to 1933, found himself not only leading a department and school but helping to shape an entire discipline. Today, Stanford’s Graduate School of Education carries forward the mission of leadership in research, theory and practice. It uncovers new knowledge of how people teach and learn. It yields teachers, leaders, scholars, founders, policy makers, activists, heads of state. In ways unforeseen by past generations, it furthers Stanford’s goals of improving life for all.

The early years

The son of a pharmacist, Cubberley loved science and grew up mixing chemicals in the family store. He brought to his department a call for data-driven research, for an emphasis on training leaders, and for better materials for all education students. Developing the field of school organization, Cubberley studied ways to finance, plan and manage efficient public schools at district and statewide scale. He wrote and edited a textbook series, the Riverside Series in Education, that sold more than 3 million copies. He invested the proceeds, and on his retirement in 1933 in the depths of the Depression, he gave the university more than $375,000 for a School of Education building and for the Cubberley Lecture series that continues to bring world leaders in education to Stanford. One of Cubberley’s first hires, educational psychologist Lewis Terman, revised a French intelligence test for U.S. audiences. Terman’s Stanford-Binet test, unveiled in 1916, purported to measure innate mental capacity in a succinct and easily administered form. In an era that prized efficiency, the Stanford-Binet brought Terman – and Stanford – worldwide fame. The pitfalls of this approach to allocating social and educational resources took decades to explore and acknowledge.

Global shift

During World War II, Professor Paul Hanna helped Stanford prosper by negotiating lucrative training contracts with the federal government. This work exposed Hanna and his colleagues to international issues, notably the potential of education to further global understanding and development. It helped shift the school’s outlook toward the wider world. Grayson Kefauver, Cubberley’s successor, helped create UNESCO, the United Nations Educational, Social and Cultural Organization. Kefauver was UNESCO’s chief U.S. delegate when he died suddenly in 1946 at the age of 45. Deans I. James Quillen and H. Thomas James raised the school’s reputation by hiring top social scientists in line with postwar university President Wallace Sterling’s aim to lift Stanford into the top ranks of U.S. research universities. They strategized laboratories for school planning, child development, the Center for Research and Development in Teaching and today’s CERAS (Center for Research and Education at Stanford), opened in 1972. Doctoral training increased in priority and scope. Meanwhile, the school forged research-driven ways to enhance teacher training. In 1959, it founded the still-popular Stanford Teacher Education Program (STEP) to blend research and practice by forging experimental methods of teacher preparation.

Diversity, equity and policy

In the late 1960s and early 1970s, the School of Education’s efforts to diversify its faculty, its student body and its concepts of equity and access reverberated across the university. The first Chicano hired as a full professor at Stanford, Alfredo Castañeda, was tenured in the School of Education in 1972. Labor economist Myra Strober, founder of Stanford’s Center of Research on Women, was tenured in the School of Education in 1973. Concern nationwide in the early 1980s over public schools helped refocus attention on classroom practice. Michael Kirst, who helped craft the Title I program for low-income students as part of Lyndon Johnson’s Great Society, was hired as part of the school’s emerging goal of shaping education policy. Later, practitioners and activists were inspired by Linda Darling-Hammond’s arguments for educational equity and policy reform. Judy Avery, ’59, helped lift bars to a teaching career by underwriting a student loan-forgiveness program for STEP students who go on to work in public or under-resourced private schools. Other programs, including the full-tuition STEP Teaching Fellowships, now help democratize access to Stanford for future teachers. A unique partnership forged in 2009 by leaders at Stanford, the San Francisco Unified School District and California Education Partners improves the links between research and practice in San Francisco’s public schools. The partnership matches researchers from Stanford with district leaders to solve key problems of practice, and serves as a model for others.

Explore Campus

Self-Guided Tours and Virtual Experiences

Explore the Stanford campus in person and online with virtual experiences and self-guided tours.

Stanford University Campus

All Courses

Undergraduate Tuition

Tuition rates for the academic year (Autumn, Winter, Spring, Summer)

Full-time enrollment

$18,491 per quarter (full-time enrollment is 12-20 units per quarter)

Summer only

$1,233 per unit (units fewer than 12) (Visiting Summer Session student? Use the Summer Session cost calculator.)

Coterm Billing

Details about Coterm tuition assessment.

Special Registration Statuses for Undergraduates

Stanford students are expected to be fully engaged in their academic programs so that they can complete their undergraduate degrees in four years. Hence, undergraduates are expected to carry a full-time academic load of at least 12 units per quarter and to pay the requisite regular tuition rate. Less than full-time study, and consequently reduced tuition, may be permitted in the categories specified below. The Registrar, in consultation with the Subcommittee on Academic Standing, is responsible for approving each request to register for less than a full-time academic load.

13th Quarter (Autumn/Winter/Spring only)

Undergraduates who have completed at least twelve full-time quarters (dual-degree students: fifteen full-time quarters) may qualify for 13th quarter registration status. This status allows a reduced tuition rate for the terminal quarter; 8-unit enrollment minimum. For more information on eligibility for 13th quarter and for information on how to apply, please see our special registration page.

Graduation Quarter

$150 per quarter Undergraduates who have completed all degree requirements and need a registration status in order to graduate may qualify for a graduation quarter. For more information on eligibility for graduation quarter and for information on how to apply, please see our special registration page.

Permit to Attend for Services Only (PSO)

$5,668 per quarter Undergraduates in their terminal quarter who are completing honors theses, clearing incomplete grades, or have completed all requirements and require a registration status may qualify for PSO status. For more information on eligibility for PSO and for information on how to apply, please see our special registration page.

Reduced Course Load (Autumn/Winter/Spring only)

This registration status is for undergraduates who have been recommended for an approved reduced course load by the Office of Accessible Education (OAE). For more information on eligibility and how to apply, please see the OAE website.

Tuition & Fees

All Courses

Scholarship Opportunities

Main content start

Explore and sort the many global scholarships available to Stanford students, post-docs, and recent alumni.

Filter by location, opportunity type, eligibility requirements, application deadlines, and more.

View an index of scholarship opportunities

Scholarship

All Courses

• Am I eligible to apply to Stanford?
  • To be eligible for admission to graduate study at Stanford:
    • You must hold, or expect to hold before enrollment at Stanford, a U.S. bachelor’s degree or its international equivalent from a college or university of recognized standing.
    • You must meet the university’s minimum requirements for English proficiency.

    Refer to the Eligibility page for details. Citizens and residents of all countries are eligible to apply for graduate study and matriculate at Stanford University, including those who are undocumented. If you are undocumented, refer to the Personal Background section of this page for instructions on completing the citizenship section of the application.

• Where can I get information about the departments at Stanford and their graduate programs?
  • The Explore Graduate Programs page lists all MA, MS, PhD, and other non-professional graduate programs offered at Stanford, and includes corresponding links to department websites and the Stanford Bulletin.
• Where can I learn about applying to the Graduate School of Business, the School of Law, or the School of Medicine?
  • For information about professional programs (e.g., JD, MBA, MD), visit the corresponding links on our homepage.
• Can I apply to more than one graduate program at Stanford?
  • You may apply to only one degree program per academic year with these exceptions:
    • Within the Biosciences PhD programs, you may apply for two programs within a single application.
    • You may apply concurrently to one program listed on the Explore Graduate Programs page and one or more professional school programs. For example, you can apply concurrently to the PhD program in History, the PhD program at the Graduate School of Business, and the JD program at the Law School.
• What programs are included in the Biosciences?
  • On the Explore Graduate Programs page, under Other Options on the left side, check the box next to Biosciences PhD Program to filter the list for just those programs.
• Do I need to submit a separate application to the department in addition to the graduate application?
  • No. There is only one application that covers all programs listed on the Explore Graduate Programs page. Required questions and materials vary across programs, and the online application will display program-specific content based on the program you select at the start. If you are applying to one or more professional programs (e.g., JD, MBA, MD) in addition to a non-professional program, you will need to submit a separate application to the professional program. Refer to the corresponding links on our homepage.
• Where can I find information on how to apply as an international student?
  • International applicants follow the same application process as domestic applicants. Two areas to be aware of:
    • If you attended an undergraduate institution outside the U.S. and are unsure whether your international degree is considered equivalent to a U.S. bachelor’s degree, we recommend using the degree equivalency tool offered by World Education Services (WES).
    • If your first language is not English, you are required to submit TOEFL scores or demonstrate that you qualify for an exemption/waiver. Refer to the TOEFL section for details.
• I am a current undergraduate student at Stanford and would like to apply to a Stanford graduate program. What process do I follow?
  • If you are interested in pursuing a master’s degree while completing your bachelor’s degree, visit the Coterminal Degree Programs section of the Student Services website to confirm your eligibility and check whether your department of interest offers a coterm option. If you are interested in pursuing a doctoral degree or any master’s degree not available as a coterm program, follow the same process as external applicants to apply for graduate study.
• I applied to a graduate program at Stanford but was not admitted. Do I need to send a complete application when I reapply?
  • Yes. Reapplicants follow the same application process as first-time applicants.

What is the difference between applying as an international student versus as a domestic student?

Other than financial aid, the application process is the same for all applicants regardless of citizenship or country of residence. Review and follow our First-Year Applicant Instructions or our Transfer Applicant Instructions.

For international citizens who indicate on their application that they will be applying for financial aid, that request will be a factor in our admission evaluation, making the process more selective. Financial aid at Stanford is based on the family’s demonstrated financial need and we will meet the full need of all admitted students regardless of citizenship.

U.S. citizens, U.S. permanent residents, and undocumented/DACA students are considered domestic applicants in our application process. If you are a U.S. citizen or a U.S. permanent resident living and attending school abroad, you are considered a domestic applicant for financial aid purposes, while your application will be read in the context of your secondary school.

Am I eligible for financial aid?

Stanford is committed to meeting demonstrated financial need for all admitted students (regardless of citizenship) who have requested financial aid during the application process. We do not offer merit scholarships outside of a limited number of athletic scholarships.

If you are not a U.S. citizen, legal permanent resident or an undocumented student, your request for financial aid will be a factor in our admission evaluation. While financial aid resources are limited for international citizens, Stanford does offer admission to a number of these applicants each year.

International citizens who indicate on their applications that they will not be applying for financial aid and subsequently are admitted are not eligible to apply for financial aid at any time during their four years at Stanford. However, if your citizenship status changes during the time you are enrolled as an undergraduate, and you become eligible for federal student aid, you may also be considered for need-based financial aid starting in the quarter during which your citizenship status changes.

Stanford is need-blind for all U.S. citizens, U.S. permanent residents, and undocumented students regardless of where they attend high school. This means a request for financial aid will not be a factor in our admission evaluation. Visit our financial aid website and the student budget page to learn more about the cost of attendance and find the required application form.

What should I do if I have submitted a United States permanent residency application or anticipate a change in citizenship status during the application process?

Please select the citizenship status option on the Common App that applies to you at the time you submit your application. If your permanent residency application is approved after you submit your application, please email credentials@stanford.edu with a copy of your green card attached and we will update your application to reflect your new status.

How do I apply from a school with an international curriculum?

Members of our admission staff specialize in reading applications from countries around the world. We are familiar with the nuances of different education systems and consider your application within the context of the resources available to you. We will consider the educational procedures within your school and country, as well as cultural and regional differences. There is no need to have your marks converted into an American Grade Point Average (GPA).

While there are no courses or minimum scores required to secure admission to Stanford, we recommend completing the necessary coursework to apply to a university program for a bachelor’s degree in the country you are currently studying in. You must also be in possession of a secondary school diploma (or your country’s equivalent) by the time you enroll in the fall.

To learn more about our selection process and the recommended high school curriculum, please see our suggestions for Academic Preparation.

Please have a school official send us all available internal and external final and predicted marks from your secondary school. If you have trouble accessing your application portal, your school may also email official documents to credentials@stanford.edu.

When should I apply?

All of our admitted students enroll in the fall term. We do not offer Winter or Spring Quarter enrollment. You must be in possession of a secondary school diploma (or your country’s equivalent) by the time you enroll. You do not need to have it by the time you submit your application. Please refer to the Requirements and Deadlines page for specific deadlines. If you have enrolled either full-time or as a degree-seeking student after graduating from high school and have received credit, you will need to apply as a transfer student. Refer to the transfer application deadlines.

If you are applying to Stanford University as a first-year applicant, you cannot attend another University or College where you receive credit after graduating high school. If you attend another University or College between your high school graduation and first year at Stanford, you must withdraw from that University/College before you receive any credit.

Do I need to translate my school documents into English?

Yes, transcripts and teacher recommendations must be translated into English. Original copies must also be submitted when applicable. Applicants cannot translate the documents themselves. We recommend asking your English teacher or other school official to translate for you.

What type of high school curriculum should I take?

We do not have a preference for a specific curriculum (A-Level, IB, AP, National, etc.). You should complete the necessary coursework to apply to a university program for a bachelor’s degree in the country you are currently studying in. You can visit our website for more information about academic preparation.

What should I do if my school does not have a guidance counselor?

If you do not have a guidance counselor, you may have another school official (such as a principal or teacher) submit the counselor letter of recommendation for you.

Is standardized testing (ACT/SAT) required?

For students applying for enrollment in the fall 2025, we will not require ACT or SAT scores for first-year or transfer applicants. Stanford will review applications with or without standardized test scores, leaving the decision in the hands of the applicant.

If you do not submit scores from the ACT or SAT, your application will not be at a disadvantage. If you take the ACT or SAT, and you feel that your scores are a positive reflection of your academic preparedness, you are welcome to self-report them.

However, for students applying for enrollment in the fall of 2026 and future years, we will require either an ACT or SAT score for all undergraduate applicants.

Refer to the Standardized Testing pages for first-year and transfer applicants for general guidelines.

Note: Stanford reviews applications using either official or self-reported test scores for all applicants. Please self-report your highest scores in the Testing section of either the Common Application. All official scores will be required if you are offered admission and choose to enroll.

Are English proficiency exams required?

No, we do not require any English proficiency exams. While these exams (TOEFL, IELTS, Duolingo English Test, etc.) are useful in helping us determine our applicants’ English proficiency, you may feel your fluency will be clear in other aspects of your application. We have no preferred proficiency exam. Generally, we receive English proficiency exam results from applicants whose native language is not English and/or the primary language of instruction at their secondary school is not English. Please note that fluency in English is a prerequisite for admission to Stanford.

If you wish to take an English proficiency exam but feel that the cost is a financial burden for you, we offer fee waivers for the Duolingo English Test. We are only able to offer fee waivers to students who have demonstrated financial need through a complete submitted application. You must indicate on your application that you plan to apply for financial aid. Once you have submitted your application, please log in to your Stanford portal for more information on fee waivers. To ensure your test results will reach us in time, we recommend requesting a fee waiver within a few days of submitting your application.

How do I apply for a visa?

Applicants who are international citizens will receive information detailing the student visa application process if offered admission to Stanford. To learn more about the visa and immigration process, please visit the Bechtel International Center: Immigration website .

What resources are offered to international students?

Bechtel International Center is Stanford’s hub for international students and families. Please visit their website to learn about the many networks of support available to international students.

Can I attend Stanford as an exchange student?

We do not have any exchange programs for undergraduates. If you would like to study at Stanford, you will need to apply as a transfer student, or consider graduate programs, the Stanford Continuing Studies program, or Stanford Summer Session. Please note that admission to the summer program is separate from Stanford’s undergraduate admission and does not provide an advantage in the undergraduate admission process.

All Courses