International Baccalaureate (IB) is an organization originally developed in 1968 to provide a high-quality, consistent curriculum across international schools. In the intervening years, it has grown to have a broader reach and impact, offering four curricular programs that serve over one million students among 4500 schools within six continents. The problem addressed in this study was that the IB curriculum is to be taught by highly qualified teachers; thus, IB course delivery and teaching experience needed investigating to determine teacher qualifications. The purpose of this qualitative narrative study was to document the course delivery and teaching experience of IB teachers, as experience and delivery impacts the efficacy of the IB curriculum. The study site was an urban public high school in the central United States. The sample was three high school IB teachers in French, Spanish, and history. Semi-structured interviews were conducted with each participant. Findings include that IB teachers are satisfied with the program and with their role in the program. Teachers feel they have the freedom to make important educational decisions within a strong curricular framework, and they benefit from collaboration time with colleagues within their schools and within the IB community at large. Time with colleagues allow them to ensure alignment in assessment practices as well as incorporate regular IB curricular changes into daily classroom instruction. A recommendation for future research is to explore the impact of embedded collaborative time on the efficacy of IB schools, as it is possible that the current study findings are skewed toward schools that have this practice in place. [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.]