The study reported the results of a statewide teacher stress survey conducted with 365 full time special education teachers in Connecticut. Dependent variable ratings for the degree of intensity and the degree of frequency of 25 sources of teacher stress and burnout were examined. Of the 365 respondents, 58 were identified as low stress, 250 as moderate stress, and 57 as high stress teachers. Among findings were that the strongest and most frequent sources of stress included inadequate salary, frustration over lack of time for individual students, and frustration because of poor attitudes and behaviors of the administration. A strong relationship was found between reported strength means and frequency means. Other findings included that many teachers felt that their personal priorities were being shortchanged by professional time demands, that many of the teachers surveyed enjoy and are satisfied with their jobs regardless of the moderate to high stress levels that may be incurred, and that significantly more members of the low stress group reported not taking mental health days than did the members of the medium or high stress groups. Charts and tables with statistical data are included, along with statistics corresponding to individual questionnaire items. (SW)