Demographic factors have been implicated in teachers' experience of work-related stress and occupational wellbeing. Specifically, teacher-student racial congruence has previously been associated with teachers' risk for experiencing stress, job satisfaction, and workplace fatigue. Questions remain as to the extent to which these effects may be related to a number of teacher-, classroom-, and school-level factors. In order to address this limitation, this study applied propensity score matching procedures to the National Center for Education Statistics' 2015-16 National Teacher and Principal Survey, in order to examine 7,540 secondary teachers' occupational stress indicators in racially and ethnically congruent and incongruent school settings. Results showed that White teachers appraised higher risk for experiencing stress in racially incongruent schools, while Black teachers appraised higher risk for stress in racially congruent schools. Hispanic teachers appraised similar risk for stress in ethnically congruent and incongruent settings. Policy implications are discussed.