Stress is common in teachers, it affects teachers’ self-efficacy and work engagement. The objectives of study were; to determine the stress that special educators face when teaching children with autism spectrum disorder (ASD) and the impact of stress on self-efficacy and work engagement of teachers. A quantitative design was used with survey method. This study used an interrelation design to investigate relations in the variables stress, work engagement, and teachers’ self-efficacy in teaching autistic students. The sample consisted of 100 teachers from Islamabad who were teaching to the students with ASD. The multiple regressions analysis show that the relationship between work engagement and teachers’ stress was significant. Teacher self-efficacy was calculated and found statistically significant as shown by p value was 0.000 It was found that time management level and work related stress indicate high level of stress in teachers. Moderate level of stress as in professional manifestation, fatigue manifestation, analysis revealed that teachers’ physical responses to stress, e.g., changes in sleep, exhaustion, etc. and low level of teacher’s involvement and beliefs regarding his or her job. Stress, self-efficacy, and work engagement have significant relationship. It was concluded that stress has negative effect on self-efficacy. And work engagement has positive effect on self-efficacy.