This study examined risk for stress among 13,180 United States (U.S.) secondary teachers nested within 1,740 schools. Using nationally representative data from the Schools and Staffing Survey (SASS), risk for stress was measured by comparing scale scores of teachers' classroom demands and classroom resources appraisals; whereby imbalances in demands vis-à-vis resources were hypothesized to indicate risk for stress. Hierarchical linear models were then used to examine the association between teacher risk for occupational stress, teacher/classroom characteristics (e.g., demographic information about the teacher, type of certification, level of experience, perception of classroom control, classroom context, and teacher to student racial congruence), school characteristics (e.g., percentage of minority students, school urbanicity, percentage of impoverished students, and attendance rates), and teacher occupational commitment. Occupational commitment was measured with two SASS questions: would become a teacher again and intention to return to teaching next year. As predicted, teacher characteristics, including demographics and professional credentials and teacher to student racial congruence, were related to occupational commitment.