In this study, I observed and interviewed six novice secondary mathematics teachers who were attempting to implement the NCTM (1991) Professional Standards for Teaching Mathematics. I found that, overall, attempting such teaching added only modestly to their stresses. One notable exception was that they reported that managing classroom discourse utilizing student mathematical thinking in central ways was very demanding. I also found several new types of stresses not previously reported in the teacher stress research literature, some of which related to novices attempts to enact elements of...