Teachers are leaving the teaching profession before reaching the age of retirement at increasingly high numbers, many citing increased stress as a factor in their decision to quit, contributing to a national teacher shortage. This qualitative study investigated the stressors experienced by eight K-12 teachers in a rural Pennsylvania school district, their coping mechanisms, and the effects of professional development on their stress management abilities. Data were collected through pre- and post-professional development interviews and during-professional development surveys. The study identified excessive workload, work-life imbalance, lack of provided resources, student misbehavior, and administrative demands as common stressors among the participants. At the beginning of the study, participants reported the use of negative coping strategies, such as emotional withdrawal, unhealthy behaviors, and suppression of emotions. As the study progressed, participants used more positive and purposeful coping mechanisms, such as seeking social support, developing time management techniques, and practicing mindfulness. Participants initially reported limited perceived control over external stressors. As the study progressed, the participants reported learning coping strategies they perceived to be helpful toward identifying, managing, and responding to their stressors, and mitigating the negative effects of stress. At the end of the student, the participants reported an increased locus of control over their stressors and more positive mindsets toward their abilities to manage stressors. This study highlights the stressors faced by K-12 teachers and the importance of effective coping mechanisms. The findings suggest that professional development can play a crucial role in equipping teachers with the tools and strategies needed to manage stress, improve their well-being, and ultimately enhance their teaching effectiveness. Future research could explore the long-term impact of professional development on teacher stress and well-being, as well as the potential for implementing school-wide initiatives to support teacher mental health. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]