The authors explored stress among 521 teachers in 16 elementary schools. They used hierarchical linear modeling to examine the relation of school and teacher characteristics to reported demands and resources in the classroom. School-level predictor variables included spring vs. fall data collection, Title I status, minority percentage, the interaction between spring data collection and Title I status, and the composite achievement score. There were no statistically significant associations between Title I status or time of year for data collection and the Classroom Appraisal of Resources and Demands subscale scores. However, there were relations among minority percentage, the student achievement composite, and perceptions of the availability of instructional resources. (Contains 6 tables.)