This research studies task-based stress among teachers in a rural setting. A 51-item instrument was administered to teachers in 12 schools to determine (1) the extent of differential reactions to a wide range of task-based teaching events, as correlated with situational characteristics (sex, age, elementary or secondary affiliation, school size); and (2) the magnitude of stress associated with each teaching event listed. Two patterns of events emerging from the study suggest that a high degree of stress among teachers in eastern Kentucky is associated with management practices: action over which teachers have little control, and events associated with the theme of violence/student discipline. The least stressful events centered around the theme of pedagogical activities: lesson plans, inservice meetings, and student evaluation. Based on the research, basic issues are identified that are in need of further study: relationship of perceived stress to internal factors, whether it is harmful to teaching performance, and whether the degree of stress differs between effective and ineffective schools. Many of the most stressful events concerned physical safety and economic security. The research suggests that a logical point of intervention in reducing stessful teaching conditions is the improvement of management practices. Tables provide the demographic characteristics of the sample and the original Teaching Events Stress Inventory. An 11-item reference list is included. (TE)