This study examined the feasibility and promise of using virtual Dialectical Behavior Therapy Skills Training (DBT-ST) with educators. DBT-ST was offered to 39 educators (89% female, mean age 46.45) in one high-poverty school district during the COVID-19 pandemic using a pre-post design. Educators attended five of eight groups (Mode = 8) and there were statistically significant decreases in stress (p = 0.001, r[subscript rb] = -0.51) and dysfunctional coping (p = 0.000, r[subscript rb] = -0.57), and increases in DBT skill use (p = 0.016, r[subscript rb] = 0.44). Ratings on anxiety and depression were unchanged. The X[superscript 2] analyses indicated a significant relationship between stress and attendance with the high stress group more likely to attend the groups than the low stress group, X[superscript 2](1) = 4.88, p = 0.027. DBT-ST may be feasible for teachers but future considerations regarding the role of mental health personnel in delivering teacher health and wellness interventions is warranted.