The purpose of this study was to determine if there was any relationship between an individual teacher's preferred learning style and the amount of exhibited total stress. It also sought to determine if there was any specific area of stress which related to learning style. This was basically a replication of a study done in 1988 using a different population. Seventy-seven teachers from Northwest Georgia were administered the Wilson Stress Profile for Teachers (WSPT) and the Gregorc Transaction Ability Inventory. Data were tested by Analysis of Variance (ANOVA) for any relationship among learning style and stress levels. ANOVA was also used to see if there was any relationship between learning styles and individual areas of stress as measured by the WSPT. T-tests were used to see if there was any relationship between stress levels and the abstract-concrete and the random-sequential continuum. Conclusions are: (1) that Georgia teachers as a group, are moderately to highly stressed, much more so than the 1988 study's population of Montana student teachers; (2) there is a very limited relationship, if any, between learning style and stress levels; and (3) larger sample sizes might reveal significance in the areas of interpersonal conflicts and stress management techniques. (Author/JD)