Background: With the opening of an outpatient Pediatric Diabetes Center, patients with diabetes were more often being admitted. In order to focus inpatient nurse education, we wanted to understand their level of comfort with diabetes management. Aims: This Quality Improvement (QI) project’s goal was to understand and reduce the stress levels of inpatient nurses caring for pediatric diabetes patients by assessing stress and providing educational in-services over 12 months. Methods: The diabetes team provided in-services for pediatric medical (PM) and intensive care unit (PICU) nurses. Pre-education, nurses reported stress related to each diabetes topic using a stress thermometer (stress assessing tool, 0=mild, 10=severe). Education included: pathophysiology, meters, injections, insulin pens, vial/syringe, hyperglycemia, ketones, hypoglycemia, carbohydrate counting, calculating insulin doses, technology, and overall management. Nurses were also administered a stress thermometer post-education. Results: Aspects of diabetes care most stressful were identified. For PM nurses, average stress scores decreased from pre to post education for the topics that had the highest stress: technology (4.7 vs. 3.9), pathophysiology (4.0 vs. 2.7), and carbohydrate counting (3.9 vs. 3.4). For PICU nurses, average stress scores decreased from pre to post education for: pathophysiology (5.5 vs. 2.7), meters (4.2 vs. 2.2), hyperglycemia (4.0 vs. 2.8), and hypoglycemia (4.0 vs.1.4). However, the average stress score increased for PICU nurses from pre to post education for the topic of carbohydrate counting (4.0 vs. 4.7). Conclusions: Post-education, nurses’ average stress mostly decreased however the most stressful topics differed between PM and PICU nurses. Also, the stress level increased for one of the topics for the PICU nurses. This may indicate many were not aware of the magnitude of knowledge needed or education provided was not suited for them. These findings furthermore suggest it is necessary to develop educational tools targeted to the type of care delivered on the unit. Clinical Implications: Diabetes management requires in-depth education. The stress thermometer is a useful tool to evaluate nurses’ stress levels and understand where to focus education.