Work-family conflict was investigated among 187 Israeli women teachers to better understand relationships between teachers' professional and family lives. The research examined perceived importance of work and family roles and effects of stress and support variables on W->F and F->W conflict. Additionally, effects of teachers' years of experience and school level (primary, junior and senior high) on work-family conflict were examined. Cluster analysis revealed that many teachers attributed high importance to both roles and had higher W->F than F->W conflict. Relations between teacher stress and support variables and work-family conflict diverged from patterns found in other occupations. School level and teacher experience contributed to explaining the conflict.