Abstract This study focuses the work stress by children¡¦s English teachers and their Coping Strategies so as to find out if there is a correlation between work stress and background variables, such as sex, age, marriage status, whether English teachers majored in English at college, and whether English teachers assumed administrative duties concurrently. The author has invited four English teachers for children in Tainan area to take part in the research project, and has gathered data via semi-structural intensive interviews for summarization and analysis. Four participants were highly interested in sharing their experience with the author. The author has reached conclusions as follows: 1. The work stress sensed by children¡¦s English teachers subjectively are resulted from the varied abilities of students, shortage of professional know-how, classroom management, and teachers¡¦ workload. 2. The Coping Strategies taken by children¡¦s English teachers include participation in on-job training programs, search for support in and outside campus, as well as emotion adjustment. 3. As to the relationship between work stress and background variables: the relationship was inconsistent with respect to sex, age, and whether English teachers majored in English at college; and the relationship was consistent with regard to marital status, English teachers¡¦ seniority, whether the English teachers assumed administrative duties concurrently, the grade of class, the number of students in the class, and whether the English teachers had received professional training programs. 4. Regarding the relationship between background variables and Coping Strategies: the relationship was consistent with respect to the English teacher¡¦s seniority and personal characteristics. The aforesaid results are presented to faculty training institutions, children¡¦s English teachers, and future researchers for their reference.