AbstractThe present study explored variation in individual personality characteristics, termed “hardiness,” among female elementary teachers who had differing levels of burnout despite high levels of occupational stress. One hundred thirty‐four female elementary teachers completed the Teaching Events Stress Inventory, the Maslach Burnout Inventory, The Allienation Test, and the Internal‐External Control Scale. Data also were collected on demographic variables, incidence of stress‐related physical and mental illness, and coping activities. Teachers with high stress and low burnout were less alienated than were teachers with high stress and high burnout. The low burnout teachers chose more active types of coping activities than did the high burnout teachers. Incidence of stress‐related physical illness was significantly correlated with level of stress, emotional exhaustion (burnout), and alienation. Implications for future research and school district interventions ar