Studies have indicated that teacher stress is a major occupational hazard of teaching. Little system research attention, however, has been focused upon concern to this point in Alabama. Through use of questionnaires, an effort was made to document the current status of the teacher stress/burnout phenomena in an Alabama setting and explore the relationships among occupational stress, responses to stress, and selected personal and situational variables of classroom teachers. The study was conducted in Huntsville City, Alabama and included 573 subjects. Three instruments were used for the study: (1) a demographic questionnaire; (2) the Teacher Occupational Stress Factor Questionnaire; and (3) the Personal Lifestyle Survey. The study found that teachers in Huntsville were operating under some degree of occupationally related stress and that teachers' general responses to stress and occupational stress were related. Results indicated that teachers' responses to high occupational stress tended to be more maladaptive than adaptive. Perceptions of inadequate planning/preparation time and a general feeling of "never catching up" were identified as significant stressful elements. The profile of a teacher with high stress tendencies, based on study data, is presented, as are multiple recommendations for use of study instruments and data. (JMK)