Few studies explore the specific sources of stress, and the coping strategies applied by teachers of children with special educational needs, particularly in small countries such as Greece. The present study investigated the specific work-related stressors affecting special educational needs teachers in Greece and the coping strategies applied by them. 158 One hundred fifty eight special education teachers participated in the study, recruited from Athens (n = 113), and other urbanised areas of Greece (n = 45). Pilot interviews were conducted in order to generate a scale for measuring specific sources of stress in Greek special education teachers. The resulting scale(s), together with the Coping sub-scale of the Occupational Stress Indicator were administered to the sample, and a number of sociodemographic factors were also obtained by the use of a detailed biographical questionnaire. The results identified five key stressors, loading mainly onto the domains of working conditions, workload, and organisational problems, which appear to have an impact on teachers of Special Educational Needs students in Greece. Furthermore, a number of key coping strategies were identified by the teachers, as a means of dealing with work-related stress. The implications of the study are discussed, with a view to forming suggestions for stress intervention programmes. (Contains 8 tables.)