In many countries today teaching has been identified as one of the most stressful occupations. The total annual cost of stress to the British Education Service has been estimated as high as 360 million U.S. dollars. The objective of this research study with teachers in the Department of Education at the University of Manchester was to identify stressors and stress management strategies for teachers in the North West of England. Data was collected from 100 teachers, multiple school site visits; and 40 focused teacher interviews. The research paradigm used, illuminative research, encourages interpretive human skills and concentrates on information gathering concerned with description and interpretation rather than measurement and prediction. Findings indicated certain work related factors were common stressors, even though causes of stress might be different. Categories of stressors included: teacher/pupil relationships; relationships with colleagues; relationships with parents and the wider community; innovation and change; school management and administrations; and time factors. Factors which contribute to stress in schools at both personal and organizational levels suggest individuals differ in how they respond to and manage stress. There appears to be a major stigma attached to the idea that individual British teachers suffer from stress. (JBJ)