The extent to which various factors were stress producing, the effects of stress, and coping methods used by 274 regular and special educators and administrators were examined. Ss completed questionnaires on descriptive variables (such as age, sex, type of assignment and level of academic preparation) and indicated stress of 52 factors. They also reported frequency of stress effects and use of stress reduction techniques. Results revealed differences in levels of stress reported by teachers of learning disabled (LD) and mentally handicapped students (e.g., scheduling problems were significantly more stress producing for teachers of LD students); by special education and regular education teachers (e.g., lack of breaks and preparation time was significantly more stress producing for special education teachers); and by teachers in self-contained and resource room programs (e.g., discipline and behavior problems and feeling of personal isolation were significantly more stress producing for teachers in self-contained classrooms). Paperwork, procedural red tape, discipline and behavior problems and disinterested parents were high stress producers for all groups. Results further indicated that 79% of the special educators experienced at least one period of high anxiety per month, 66% reported periods of depression one or more times per month and 25% reported loss of appetite at least once a month. Frequently cited coping strategies included talking with one's spouse or colleagues, daily exercise, time off from work, and prayer. (CL)