For decades researchers have reported that the primary health problem of teachers is stress and that the causes are multiple and complex. Workplace stress has also been found to diminish teachers’ enthusiasm and distance them emotionally from their students, thereby lessening the teacher-student interaction. The incremental downloading of additional duties for teachers over the past several years has, in their perception, created unreasonable demands. The purpose of this grounded theory study was to explore the experiences of high school teachers in their work environment, particularly their experiences of stress. This study identified the importance of administrative and collegial support, the value of effective communication, the need for adequate resources and professional development, and the necessity of recognizing the excessive workload and associated stress that teachers are feeling. The stigma associated with stress had prevented them from speaking out until they were interviewed. The analysis provided new insight into the serious problem of teacher stress and will be helpful for educators and administrators at all levels.