Chronic stress is a pervasive issue among special education teachers and often escalates to the level of burnout. Not only does this put their health at risk, but prolonged stress also hampers their job performance and quite possibly affects student outcomes. Chronic teacher stress is associated with absenteeism, reduced job commitment, problematic work relationships, and high rates of attrition. Unlike many organizations in the private sector, school districts do not typically have work-based wellness programs that assist with stress management. However, due to the mentally and emotionally intense nature of their jobs, special educators must actively manage their stress. This paper illustrates stressful experiences commonly encountered by special education teachers and provides examples of ways they may use evidence-based strategies to manage their stress, as effective coping is essential for optimal wellness, job performance, and ultimately, student outcomes.