This study investigated teachers’ focus of attention and stress in first-grade classrooms. Teachers’ (n = 53) focus of attention was recorded in fall and spring with a mobile eye-tracking device, and the teachers reported stress via questionnaires. Correlation analysis was used to examine association between teacher stress (exhaustion, cynicism, and inadequacy) and focus of attention. Then, one teacher reporting more stress and one reporting less stress were selected for a case study to examine variations in their focus of attention. The results showed positive associations between teachers’ perceived inadequacy and overall focus of attention (whole eye-tracking recording) both in fall and spring. Teachers’ focus of attention during specific activity settings of management/routines and transitions correlated positively with all three stress domains in fall. In addition, a positive association was also found between teacher inadequacy and focus of attention during teacher-directed large group activity setting.