This paper analyzes data from the 2001 survey "BCTF (British Columbia Teachers' Federation) Worklife of Teacher Survey Series, I: Workload and Stress." Surveys were mailed to 1,500 teachers in British Columbia, and 644 teachers responded. Teachers identified and explained the most significant aspect of workload or stress in their professional lives. Almost all respondents identified multiple sources of stress in their teaching work, and these stress factors occurred repeatedly and concurrently. Three key areas of stress teachers identified were (1) increasing difficulty and complexity of teaching and relating to students (e.g., changing class composition and working with impoverished students); (2) the volume of work during a teacher's day and the expectations that teachers will address a wide range of tasks and issues (e.g., seasonal pressures, curriculum change, and expectations); and (3) lack of time, resources, support, and respect. The consequences of high workload stress include trying to cope, working excessively or opting for part-time employment, quitting teaching, becoming sick, and negative effects on family life. Overall, the study shows that British Columbia teachers have too high a workload, and many are suffering from stress. The effects of such stress are potentially devastating for many teachers. (SM)