The intent of this paper is to clarify the meaning of the "plateauing" of educators and its effects as a unique form of career stall. Initial definitions are followed by a summary of a presentation of and literature on plateauing and some preliminary findings about the extent of plateauing among educators and how they try to cope with it. Three forms of plateauing are defined: structural, content, and life. Identified are the results and findings of a survey designed to test whether results of plateauing studies in business and industrial settings are also applicable to educational settings. Findings indicated that plateauing is most likely to affect educators who are in well-defined positions for 4 or more years and those who are older. A survey was designed and administered to 216 respondents from several groups of teachers and administrators attending professional development programs in New Mexico. Survey results parallel those in the literature: individuals who judge themselves to be plateaued will also likely perceive themselves to work fewer hours and be absent more frequently. The last section is devoted to analysis of coping mechanisms. Appended are 11 references and 5 data tables. (SI)