This study investigates the strategies college teachers employ to manage stress and sustain performance in the context of remote work. The shift to remote teaching, accelerated by global events, has significantly altered the educational landscape, introducing unique stressors for educators. The abstract explores the coping mechanisms utilized by college teachers and the impact of stress on their overall performance. The literature review emphasizes the psychological effects of prolonged remote work, highlighting stressors specific to this environment. Various coping strategies, such as resilience-building techniques and institutional support, are examined. The study also delves into the correlation between stress levels and performance, including its influence on academic engagement and teaching quality. Methodologically, a mixed-methods approach involving surveys, interviews, and case studies was used to collect data. The findings suggest that while college teachers face multifaceted stressors, they employ diverse coping mechanisms to navigate these challenges. However, the impact of stress on their performance remains significant. The study concludes by proposing the need for enhanced institutional support and interventions to aid educators in managing stress and sustaining performance while working remotely. Understanding these dynamics is crucial for the development of effective support systems within the educational sector.