Teacher burnout has become a prevalent issue in the public school system in the United States. Research about special education teacher burnout is lacking and virtually no research exists on how teachers of students with disabilities manage job-related stress. This exploratory study examines the perspectives of 18 teachers of students with disabilities and their stress-related coping strategies which incidentally occurred during a global health crisis through a mixed-method research approach (i.e., qualitative and quantitative). Specifically, the study explores teacher stress and teacher burnout (emotional exhaustion, depersonalization, and personal accomplishment) as well as coping strategies, resources, and resilience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]