This exploratory study extends the literature on teachers' stress and self-efficacy in relation to behavior management. Sixty-six middle and high school teachers' use of praise and reprimand during a 20-min observation, in the general education setting, were examined. Following the observation, teachers completed stress and self-efficacy scales, related to student misbehavior. Teacher stress and teacher self-efficacy were significantly negatively related. Further, teachers who reported higher levels of stress used more reprimands, and teachers who reported higher levels of self-efficacy used fewer reprimands. Last, as teachers' behavioral difficulty ratings for their class increased, so did their use of reprimands. Implications and future directions are discussed.