This was a qualitative case study conducted in an urban elementary school in a New York borough. This study explored the perceptions of full-time teachers regarding stress and burnout based on their personal experiences. The study sought to determine factors that contributed to teacher stress and burnout. The study also helped to delineate the most common contributors to burnout and coping mechanisms used by participants that helped them deal with everyday stressors of the teaching profession. A survey was administered, and in-depth interviews were conducted as the means of instrumentation for this research. Fourteen participants returned the surveys, and six took part in the in-depth interviews used to capture the firsthand participants' experiences. An examination of the surveys revealed numerous concerns that caused teacher stress along with manifestations of how participants responded to stress. The results of the interviews garnered vital and valuable insights where major themes emerged that validated contributors of stress and burnout. Heavy workloads, lack of resources, student behavior, and pressures to have students succeed are only a few of the reasons stated as stress and burnout contributors. Coping mechanisms used to mitigate stress and burnout emerged from the data that could be helpful in reducing and managing stress for current and future educators. The participants expressed that the use of a coping method often helped to alleviate the burnout stage. [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.]