This study was conducted with 53 beginning teachers, each with less than 3 years of classroom experience, to determine the amount of variance in their job satisfaction that could be accounted for by holistic wellness and perceived stress. The results of a regression analysis revealed that both holistic wellness and perceived stress were significant contributors to the variance in job satisfaction; however, perceived stress was the strongest predictor. In addition, a series of multivariate analyses of variance revealed no within-group differences in measures of wellness, perceived stress, and teacher satisfaction. Implications for both future research and training practice are discussed. (Contains 2 tables.)