The study investigated the extent of teacher stress and burnout reported by 200 certified teachers from four midwestern states and analyzed factors relating to differences in perceived stress by regular and special educators. Interview responses were analyzed according to demographic data and eight scales developed for the study: Stress Prone Personality Inventory, Life Experience Stress Level, Internal Coping Skills, External Supports, Perception of Stressors, Psychological Symptoms, Physiological Symptoms, and Reactions to Stress. Results are reported according to 18 research questions. Findings revealed no major difference between regular and special education teachers in terms of teacher stress (stress-prone personality, recent personal stressors, internal coping skills, support within the environment, perception of work-related stressors, level of psychological symptoms of stress, level of physiological symptoms of stress, type of reactions to stress utilized, rate of absenteeism, intention to leave the profession, willingness to re-enter the field, and rate of burnout). In addition, both groups reported experiencing the same stressors and assigned nearly the same stress level to the identified stressors. Most frequently reported stressors for the entire group were lack of administrator support, working with other teachers, and discipline and behavior problems. Ss at or approaching burnout were more vulnerable to stress-related problems, more externally controlled, less likely to make use of support groups, more apt to find teaching extremely stressful, more afflicted with both psychological and physiological symptoms of stress, and more prone to react negatively under stress. (CL)