Currently teacher stress is an issue of international importance. While societal and situational factors are involved in the generation of stress, personal factors such as values and commitment are also heavily involved. Previous studies have suggested that when teacher values are in 'sympathy' (Woods, 1995) with those of central government comfortable accommodation can be achieved. However, when teacher values are in opposition it makes it hard for them to adapt to new roles and their commitment is severely tested. Comparative work in a European context has shown that teachers from different national traditions hold very different educational and social values. This paper uses data from a longitudinal qualitative study of a small sample of English primary school teachers who are experiencing, or have experienced, occupational stress and work-related illness. The aim of the paper is to explore the stressed teachers' values and commitment and their adaptations to their work.