In this article, we report findings from a study in which the daily lives of novice and experienced secondary mathematics teachers in Victoria were tracked. Two novice and two experienced teachers were also interviewed. Data collection focused on the activities the teachers undertook in and out of working hours, and their reactions to them. The range of tasks was found to be extensive, and stretched well beyond formal school hours. There were similarities and differences in the activities and work patterns of the experienced and novice teachers, and in what they found stressful. Administrative tasks were more likely to be the cause of stress for the experienced teachers; teaching-related activities for the novice teachers. (Contains 2 tables and 3 figures.)