The purpose of this study was to conduct a systematic review of the literature relating to stress management interventions that have been implemented on teachers in urban settings. A total of 44 relevant experimental studies were found that were conducted in the United States and 14 of those articles were conducted in urban settings. The articles were analyzed by location, sample characteristics (e.g., demographics), grade level, experimental design, data collection methods, intervention components, outcomes measured, and major findings. Findings showed that a majority of the studies were conducted in the Northeast in elementary schools. Samples consisted mainly of white females with varying levels of experience. Half of the studies did not specify whether or not the teachers were general education or special education teachers or both and the ones that did were done on general education teachers only. Regarding research methods, a majority of the studies used a true experimental pretest/posttest control group design and quantitative data collection methods. Most of the interventions used were already existing structured programs that integrate a variety of mindfulness-based components and various instructional strategies. The most common outcome measured related to teacher mental health (e.g., stress, burnout, depression, anxiety, etc.) and other outcomes included efficacy, teacher and/or student classroom behavior, mindfulness practices, physical health, and emotion regulation. Overall, the studies showed positive impacts of the stress management interventions. Limitations of this study, recommendations for future research, and implications for practice are discussed. [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.]