Two components of stress (organizational stress (role conflict and role ambiguity) and perceived teacher burnout) were measured by surveys completed by 443 special education teachers in Connecticut. Data were collected on the Stress Survey for Special Educators, the Maslach Burnout Inventory, and the Role Questionnaire. Multiple regression analyses were performed to investigate the interrelationship among the organizational stress factors of role conflict and role ambiguity and perceived burnout (with relevant personal and professional characteristics controlled). Results revealed that role conflict accounted for the greatest variance in emotional exhaustion and depersonalization, and only role ambiguity accounted for significant variance in the subscale of personal accomplishment. Recommendations are made for stress reduction interventions (including support groups) and for further research. (CL)