This study examined the effectiveness of selected coping strategies in dealing with teacher stress in the classroom setting. Factors contributing to teacher burnout, (e.g., class size, school size, student behavior), were also weighed. Data were gathered from 117 elementary and secondary teachers by means of a questionnaire, and the Maslach Burnout Inventory, which provides a measure of perceived burnout in terms of emotional exhaustion, depersonalization, and feelings of competence and achievement. Eight coping strategies were measured: (1) confronting coping; (2) distancing; (3) self-controlling; (4) seeking social support; (5) accepting responsibility; (6) planful problem solving; (7) escape/avoidance; and (8) positive reappraisal. An analysis of the findings indicated that the use of certain coping strategies tends to contribute to, rather than reduce, the pressure of stress in classroom teachers, and that specific behaviors associated with ineffective coping strategies should be identified and avoided in practice. Data from the study are presented in tables and references are included. (JD)