The purpose of this narrative study was to understand the stress that teachers in secondary schools were exposed to and how they lived with this stress on a daily basis.In this study, 5 secondary school teachers were interviewed; the stress they experienced and how they coped are shared along with their classroom experiences and relationships with students, colleagues and senior management. Their narratives revealed the impact teacher stress has had on their lives. As the nature of this study was to present how these teachers felt, a qualitative approach to gather data through interviews was presented in narrative form to ensure authenticity. The sampling strategy I applied was that teachers be from London secondary schools with at least ten years of teaching experience i.e., purposive sampling. In the telling of their stories, personal and detailed narratives of teachers’ teaching lives were shared in great detail exposing the daily teaching they faced. The findings from the study participants revealed that alongside teacher workload, feelings of isolation, depersonalization; Isolation and lack of support, Health issues caused by stress and Fear of being labelled as weak teachers are the main reasons for stress. Exercise, resorting to medication, smoking and praying were also shared as a form of coping, but all believed that stress had become a part of teaching nowadays.The implications of this study reveal that regardless of what coping strategy teachers applied; forms of coping were seen as being unsuccessful resulting in them suffering from prolonged forms of stress. This indicates a need for further research in understanding why such stress is viewed as a daily part of teaching.The narratives provided by the teachers indicated a clear imbalance of power and authority leading to an uncomfortable school climate in secondary schools. These are indications that policy makers should address the various roles a teacher is expected to undertake and enable the relevant support and training for teachers who are stressed. All participants in this research believed the stigma involved in accepting stress at work is a factor that policy makers in the field of education need to address.