In the United States, recent research has indicated an increase in adolescent stress, and higher levels of stress are associated with a negative impact on the mental health of adolescents. However, there is currently limited research about effective interventions to target stress in adolescents, particularly within high-achieving high school environments. In this study, elements of participatory action research were used to explore sources of stress in a high-achieving high school from the perspective of one group of stakeholders, teachers, as part of a larger research study. Three teachers participated in an hour-long semi-structured focus group and responded to questions regarding their perspectives on the student experience of stress. Statements from the teacher focus group transcript regarding sources of student stress were analyzed using grounded theory to identify emergent themes. The five most frequent themes that surfaced from that discussion include a lack of balance, expectations, the impact of labeling, the pursuit of college, and the accepted norm of rigor and standards for teachers. The themes that emerged from this study, in combination with other stakeholder focus groups, including administrators, parents, and students, completed at this high school, will be utilized to inform interventions aimed at decreasing stress in adolescents within high-achieving environments. [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.]