This study investigated the relationship between role strain and several personal and organizational variables for teachers in self-contained classrooms and team teaching settings. Role strain was identified by the Job Related Tension Index; personal variables were identified by the Teacher Conception of the Educative Process Questionnaire; and organizational complexity and formalization were identified by an author-constructed questionnaire. The sample consisted of 404 elementary school teachers from 29 schools in a midwestern metropolitan area. Results indicated that 1) Teachers who work in more formalized settings experience less strain than teachers in less formalized settings. 2) Team teachers who have specialist training and are performing a specialist role have significantly lower strain scores than team teachers who have no specialist training but are acting as task specialists. 3) Teachers in teams in which there is less agreement about the teacher's role in the educative process report significantly higher strain than teachers in teams with more similarity in belief. 4) Team teachers in schools with new team teaching programs have significantly higher strain scores than team teachers in schools with established programs. No significant differences in strain were found between team teachers and teachers in self-contained classrooms. (RT)