The purpose of the present study is to add to the existing body of research by analyzing factors which contribute to variations in the presence of Secondary Traumatic Stress (STS) symptoms in teachers working in the same school. This study sought to identify discrepancies in perceived support and analyzed personal attributes alongside how teachers view their work environment relative to STS symptoms. All of the teachers in Ash Middle school were asked to complete a screener survey via e-mail assessing for the presence of STS symptoms. The six (N=6) teachers with the highest (n=3) and lowest (n=3) scores who selected that they were interested in a follow-up interview were interviewed regarding personal attributes and their perception of the school's culture and support systems. Semi-structured interviews were conducted by the researcher during which the participants were asked to elaborate on their teaching experiences using open ended questions, specifically related to personal attributes, professional experiences, and perceptions of school culture and support. The results of the study indicate that level of STS symptoms does not seem to be related to variations in teaching experiences relative to personal attributes, professional experiences, or perceptions of school culture and support. The findings revealed that teachers with both moderate and severe levels of STS perceive commonalities in the work environment and hold similar beliefs and viewpoints. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]