Teachers are leaving the field at high rates, and it is important to investigate factors that impact teacher attrition including stress and burnout. In a sample of 468 teachers, 78% of teachers had thoughts of leaving or were leaving the field. Teachers were asked about their stress, coping, burnout, and efficacy with classroom management. Overall, teachers reported high levels of stress and burnout associated with their job. Teachers with high efficacy had lower burnout and reported higher ability to cope with their job. Experienced teachers had higher efficacy but also had higher burnout and were more likely to report having thoughts of leaving the field. Lastly, stress and burnout predicted intentions to leave the field above and beyond efficacy or coping. Qualitative data indicated that lack of administrative support, followed by being overworked, underpaid, and challenging student behaviors were some of the top reasons for those not returning to teaching. Teacher stress, burnout, and attrition impact student social, emotional and academic outcomes. Implications for practice and policy are discussed.