Special education teachers face a variety job-related demands and challenges which may induce stress. Stress is identified as a significant predictor for negative outcomes for special education teachers including poor teacher performance, negative student outcomes, negative personal consequences, burnout, emotional exhaustion, and teacher attrition. A survey of 854 special education teachers in Oklahoma reported job-related stressors, coping strategies, and level and importance of administrative support. Descriptive statistics were used to evaluate the frequency in which teachers reported job-related stressors, coping strategies, and level and importance of administrative support. Special education teachers rated their overall job-related stress on a Likert-type scale with 0 – no stress and 9 – highest level of stress (M = 6.42, SD = 1.91), which indicated elevated stress levels. Survey respondents reported job stressors, coping strategies, and extent and importance of administrative support on a Likert-type scale with 0 – none, 5 – greatest extent. Results indicated: top job-related stressors were “excessive workload” (M = 3.77) and “required paperwork” (M = 3.75); top coping strategies were “support from family, friends, and colleagues” (M = 3.41) and “relaxing after school hours” (M = 2.88); top extent of administrative support were “provides materials and resources needed to do my job” (M = 4.12) and “trusts my judgment in making classroom decisions” (M = 3.95); top importance of administrative support were “provides materials and resources needed to do my job” (M = 4.67) and “shows genuine concern for my program and students” (M = 4.66). A 10-factor theoretical model was proposed and investigated using a confirmatory factor analysis. The resulting fit indicated: CFI (0.991), RMSEA (0.055), and SRMR (0.053). Discussion of results, limitations, and implications is provided.