Teaching is a demanding profession that requires adaptability, patience, and resilience. Implementing the MATATAG Curriculum in the Philippines has introduced new challenges for educators, particularly regarding time management, workload, and instructional adjustments. This study examines the perceived stress levels of teachers handling the MATATAG Curriculum in Cluster I, Magalang, Pampanga. Using a mixed-method sequential explanatory approach, the research integrates quantitative surveys and qualitative interviews to analyze factors contributing to teacher stress. Findings indicate that teachers experience significant stress due to time constraints, excessive paperwork, and classroom noise—many struggles to fit comprehensive lessons into the 45-minute periods, impacting their instructional effectiveness. Additionally, the increased administrative workload and the transition to new assessment methods have contributed to feelings of burnout and frustration. Despite these challenges, teachers employ various coping strategies to mitigate stress, including time management, self-care practices, and emotional resilience. The study highlights the need for institutional support, such as stress management programs, workload reduction strategies, and professional development opportunities tailored to the MATATAG Curriculum. Addressing these concerns can improve teacher well-being, enhance classroom engagement, and foster a more sustainable teaching environment. By identifying key stressors and coping mechanisms, this research aims to contribute to developing policies that support educators in adapting to curriculum changes.