Teachers and students are being held to higher expectations due to national educational policies. Because of large class sizes, teachers at the case study site have elevated workloads to prepare students for International Baccalaureate (IB) exams. The study aimed to better understand how teachers create feedback for student success. The feedback creation process is not well developed in current literature, and the study sought to add the teacher perspective when creating feedback for student success. Using the jobs demands-resources (JD-R) model with the law of diminishing returns and transformational leadership theory, the study revealed information regarding teacher stress about creating feedback for students. The research explored the experiences of teachers who teach in an IB program on providing written feedback to students and the specific challenges IB teachers experience when providing the feedback. The purpose of the exploratory case study was to better understand how the feedback process impacts teachers of IB programming with respect to the time provided to create written feedback. Participants were teachers at the case study site, a public high school in South Florida, who had completed at least one testing cycle with published results. The participants answered an open-ended questionnaire, and the data shared were coded for analysis. The literature was broadened by adding teacher perceptions regarding written feedback since most feedback literature is student centric. Understanding the workload put upon teachers can aid in future decision making and policymaking at local, state, and national levels to retain and recruit high quality teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]