Transactional models of stress posit that perceptions of both resources and demands determine whether stress will be experienced. To test this model cross-nationally, previous research examining the relationship of elementary teachers‟ experience, stress, and coping resources to burnout symptoms in the United States was replicated with elementary teachers in Germany. Specifically, levels of elementary teachers‟ burnout symptoms were examined: (1) between schools, with individual/teacher perceptions of demands and resources aggregated to the group level, and (2) at the individual teacher within schools level, where perceptions of classroom demands and resources, as well as teachers‟ personal coping resources and experience, were taken into account. Participants were 469 elementary teachers in Baden-Wüurttemberg, Germany. Hierarchical linear modeling was used to nest teachers within schools. Results showed little variance in reported burnout symptoms between schools which was consistent with findings from a U.S. sample. However, the overwhelming majority of the variance was found between teachers within the same school. Replicating previous research, individual teacher factors were associated with burnout symptoms in the predicted direction, but the pattern of statistical significance varied for German and U.S. teachers. These findings may offer cross-cultural support for transactional models of stress in elementary school settings.