This paper investigates the sources of teacher stress for special educators working in an inclusive education setting. The study focused on one school using a case study design. All special educators working in the secondary special education unit were administered the 'Stress in the Teacher Profession Questionnaire' developed by Travers and Cooper (1996). The major sources of the special education teachers' stress related to: (1) the constant pressure of dealing with aggressive and unpredictable students; (2) poor working conditions and facilities; (3) role ambiguity, communication and support difficulties; and (4) administration and paperwork. These concerns were aggravated by poorly designed teaching spaces that exacerbated students' behaviour management problems. The pattern of concerns identified in this research is different from that identified by mainstream teachers. Issues associated with the inclusion of students into regular schools are discussed and how special educators' stress can be better managed.