The purpose of this study was to explore the association between job stress and coping strategies in early childhood teachers in Central Taiwan. A quantitative approach was utilized, and data were collected from 314 participants. The results of the present study suggest that (1) early childhood teachers believed that their job stress was due to a lack of teaching autonomy and worked-related stressors. They perceived seeking social support as the most important coping strategy; (2) teachers reporting the most stress were those who were single, under the age of 25, and with less than 5 years teaching experience; (3) there was a significant relationship between job stress and coping strategies. (Contains 7 tables and 1 figure.)