The COVID-19 pandemic in 2020 necessitated an abrupt transition from in-person to virtual instruction. This study investigates the effects of techno-stress levels on medical school faculty. A survey instrument was sent to faculty members to capture quantitative and narrative information. Quantitative responses (n = 132) were analyzed using independent and paired-samples t tests, and narrative responses were evaluated using qualitative theme analysis. Results showed that higher hours of instruction result in increased techno-stress and that greater confidence with using technology results in lower techno-stress. Suggestions are provided to reduce techno-stress in medical educators.