One hundred thirty-six teachers enrolled in special education courses responded to a questionnaire which focused on stress in relationship to compliance with the mandates of Public Law 94-142 (Education for All Handicapped Children Act). The teachers were divided into three groups - special education teachers, resource room teachers, and regular classroom teachers. The results have implications for administrators, educators, and parents/community. Among findings were that special education teachers tend to experience less stress, that the increased frequency of meetings mandated by P.L. 94-142 has increased the amount of stress experienced by special education teachers in compliance with the law, that the presence of clear role expectations greatly reduces stress, and that the more satisfied a teacher is in the professional role the less stress is experienced. Other findings indicate that assessment/diagnosis is the most stressful activity for both regular classroom and resource room teachers; while writing individualized educational plans and due process paper work were rated as low stress factors. (Author/PHR)