Factors related to teacher stress and the relationship between teacher stress and student achievement were investigated using a qualitative research approach. Regular education teachers (n=35) and special education teachers (n=28) of mildly handicapped elementary students were interviewed about their perceptions of general stress in teaching, stress in teaching mildly handicapped students, advantages and disadvantages of teaching, and perceptions of parental and administrative support. Teachers reported moderate stress associated with teaching, little parental support, and fairly high administrative support. Factors that appeared to be related to teacher stress were the teacher's school district (urban/suburban) and the educational degree obtained; these two factors interacted with teacher category (regular/special education). No relationship was found between teacher self-reports of job-related factors and stress and the achievement of their mildly handicapped students. Based on the results of this and other research on teacher stress, suggestions for future research and for improving teaching conditions are offered. (Author/JW)