Stress, burnout, combat fatigue are all common terms in recent teacher education literature. The purpose of this study was to determine if there was any significant relationship between learning style, as measured by the Gregoric Transaction Ability Inventory and stress, as measured by the Wilson Stress Profile for Teachers. Sixty-two secondary student teachers were administered the two instruments during a student teaching seminar half way through the student teaching experience. Analysis of Variance were performed on the overall stress score and nine subtest scores for each of the four learning styles. T-tests were performed on the concrete-abstract and the random-sequential continuums. Significance was found only in the subtest for Intrapersonal Conflicts with the sequential learning styles. There was some evidence, although not significant, that there might be some relationship between stress and the abstract vs. concrete learner. This might warrent further investigation. (Author/JD)