The aim of the present study was to determine the moderating role of certain individual differences, such as Emotional Sensitivity, Tolerance to Uncertainty, and Coping Styles, into the relationship between stress and health in university teachers. To do so, a sample of 211 teachers belonging to different public institutions of higher education from Caracas-Venezuela completed self-report instruments related to the studied variables. Data was subsequently analyzed using hierarchical regression equations to determine the moderating role of the mentioned individual differences. Results revealed that the Emotional Coping Style and the Negative Egocentric Sensitivity acted as moderators into the relationship between stress and perceived health of the participant teachers, specifically acting as risk factors of the process, and confirming the moderating model of these variables previously established in other studies.