A research study investigated the relationship of stress in teachers' work environment to teachers' level of cognitive complexity (level of thinking) and their career maturity, and the relationship of stress, cognitive complexity, and career maturity to teaching experience. Participants were teaching elementary school in an urban environment: 23 education students, 32 student teachers, 30 beginning teachers, 12 intermediate teachers, and 15 experienced teachers. The conceptual complexity of subjects was measured by the Paragraph Completion Test (Phares & Schroder). Subjects' career maturity was assessed using Crites' Career Maturity Inventory-Adult Form, Attitudes Scale, and Competence Test. The Teacher Work-Life Inventory measured stress in teachers' work environments. The data provide support for the view that stress in the work environment of urban elementary school teachers is associated with their cognitive complexity. Results also suggest that elementary school teachers may tend to make better career decisions under less stressful work conditions and that the career maturity of teachers appears to increase with added experience. Issues for further research are considered. (JD)