This study explores teachers' individual experiences of stress, the supports they would recommend in schools to help them cope with stress and any differences apparent in stress levels based on experience: a} working as a primary or secondary teacher, b} working as a recently qualified or experienced teacher, utilising interpretative phenomenological analysis (IPA). Although there is a considerable amount of research published on teacher stress internationally, only limited research is available in Ireland. The use of IPA has allowed the researcher to provide a valuable contribution to the extremely limited research literature in the field in Ireland. The findings which were gathered through the use of in-depth, semi-structured interviews, suggest that teachers have different interpretations of stress and an influencing factor in teacher stress is the self. The teachers recommend a range of supports to help reduce stress, including support from management, support from professionals, collaboration and recreational activities. Although all of the teachers encountered stress to varying degrees, stress levels varied depending on experience, due to a range of different factors. These factors include relationships, support in schools, lack of control and power, identity and the impact of stress on the teachers. The study provides valuable information for both the educational psychologist and the schools to help teachers cope more effectively with stress.