Occupational stress and job satisfaction are important areas of study in the field of work and organizational psychology. College teachers have many responsibilities, including teaching, examination work, research, administrative duties, student guidance, meetings, and professional development. These responsibilities can create pressure and may influence teachers' satisfaction with their jobs. The present paper reviews previous research on the relationship between occupational stress and job satisfaction among college and university teachers. Both Indian and international studies are included to provide a broader understanding of the topic. The review shows that workload, organizational climate, job security, administrative responsibilities, work-family conflict, burnout, institutional support, and career pressure are important correlates of occupational stress and job satisfaction. Several Indian studies have reported a negative relationship between occupational stress and job satisfaction among college and university teachers. International research has similarly identified work stress, burnout, employment conditions, and organizational factors as important influences on teachers' professional well-being. However, the strength of the relationship differs across studies and settings. The review suggests that supportive organizational environments, reasonable workloads, job security, professional autonomy, and opportunities for development may contribute to better job satisfaction and lower occupational stress. The paper also identifies research gaps and suggests the need for further systematic and empirical research among college teachers.