The main research aim was to investigate relationships among teachers’ occupational stress, coping, teacher self-efficacy and relevant teachers’ perceptions of curriculum changes in a major educational reform. A theoretical framework that included the attribution of responsibility for stress model, aspects of social cognitive theory and perceptions of the changes to the HSC, was used to guide the study. Multilevel variance decomposition and structural equation modelling were employed. Stress attributions to personal and organizational domains were associated with the teachers’ perceived stress from implementation of the new curriculum. Furthermore, results suggested that these teachers may have coped with stress associated with the changes using palliative strategies rather than direct problem solving. Teachers’ greater understanding of what the curriculum changes entailed was associated with lower teacher self-efficacy.