Regular and special education teachers were compared to determine the extent of stress and burnout within these groups, environmental factors that were involved, and teachers' and administrators' views on feasible ways to reduce stress. A sample of regular and special education teachers in Utah (n=606) responded to 3 survey instruments: (1) the Maslach Burnout Inventory (MBI); (2) the Stress Profile for Teachers; and (3) a demographic and job-related questionnaire. Analyses were conducted to compare responses and to assess the relationship between the demographic and job-related characteristics of the sample and responses to the instrument. Findings of this study indicated: (1) No difference was found in level of burnout between regular and special education teachers; (2) Both regular and special education teachers scored in the moderate ranges of stress and burnout in the measures used; (3) Only 3.3 percent of the sample were in the high burnout category of the MBI; (4) None of the demographic and job-related variables were found to be related to stress in regular and special education teachers as a whole; and (5) Teachers and administrators did not perceive the same variables as being helpful in reducing stress. Nine tables of study data are included. (JD)