Stress in high school impacts the health and well-being of adolescents. High levels of stress are particularly prevalent in high-achieving environments. The existing literature on student stress focuses on the student perspective. This current study is a small part of a larger case study that seeks to expand the literature by investigating the phenomenon of student stress as understood by key stakeholders in the community. The larger research effort used a Participatory Action Research (PAR) design to work closely with one high school. The first stage of research was to conduct focus groups with key community stakeholders. This study analyzed the transcript of the focus group conducted with four school administrators using a Grounded Theory methodology. Results are interpreted through the lens of Bronfenbrenner's Bioecological Systems Theory. Three main themes were identified: Community, School, and Relationships. Themes are then explored at the subtheme level. Results indicate that factors relating to stress are spread across multiple interrelated systems. Factors within the community that are external to the school context were the most common theme cited by participants. Participants also indicated that it was the responsibility of the school to provide services and outreach to students and the community. The quality of the relationships the school had with students and parents impacted how the school could respond to stressors. This school found it difficult to enact meaningful supports to address student stress while also responding to the demands from the community for a high-achieving academic curriculum. Implications for the next stages of this research design are discussed. The results of this study should be compared with the other focus groups to give guidance to the next stages of research. [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.]