During the 2020-2021 school year, the COVID-19 pandemic pushed many school districts to implement alternative teaching approaches including, socially distanced classrooms with hybrid teaching schedules or all virtual instruction. This study aimed to gain insight into the impact of COVID-19 on hybrid and virtual elementary teacher stress. Specifically, the current study focused on elementary teacher stress one month into instruction. The researcher sampled 312 elementary teachers from 16 states with 104 hybrid teachers and 208 all virtual teachers using a survey design. The results suggested significant correlations and predictor variables for teacher stress. Predictor variables for teacher stress included COVID-19 anxiety, current anxiety, anxiety communicating with parents, and administrative support. Additionally, the results included short answer responses to provide teacher perspectives on the study's variables. Based on the results, teachers need support during this unprecedented time. Support might include instructional, technology, or emotional support from school administrators or districts.