To address the need for brief teacher stress interventions, the study aimed to evaluate a bibliotherapy-based stress management training for teachers using a randomized control design. The intervention reduced stress (d = -0.43) and mental health symptoms (ds = -0.50-0.60) and improved a spectrum of specific coping skills (ds = 0.62-1.35). However, the intervention did not improve teacher satisfaction, efficacy, or classroom management; additional contextual or training supports are likely needed to improve these outcomes. Findings were largely replicated with the wait-list group. This brief, feasible program has promise for widespread dissemination to improve teacher stress and well-being.