Over the past few decades Canada has experienced sweeping demographic, social, economic and technological changes. These changes have had, and continue to have, a major impact on the work-life balance of Canadians--that is, on their ability to balance work and personal demands. Some of these factors also impact the work-life balance of the teaching profession. In February and March 2014, the Canadian Teachers' Federation (CTF) conducted an online survey of elementary and secondary teachers on issues related to work-life balance. The purpose of the survey was to obtain teachers' perspectives on: (1) issues that contribute to work-related stress and work-life imbalance; and (2) factors that may contribute to improving teacher work-life balance. The survey was distributed to teachers through CTF's member organizations. Some of the key findings included: (1) The vast majority of teachers reported that they felt torn between their teaching responsibilities and their responsibilities outside the workplace (54% indicated significantly). Women were more likely than men to report feeling this way; (2) A majority of teachers (79%) believe their stress related to work-life imbalance has increased over the last five years; only 4% said it had decreased over this period; and (3) 85% of teachers reported that work-life imbalance is affecting their ability to teach the way they would like to teach--35% indicated that it was having a significant impact. These findings are generally consistent with other research in the area of teacher workload and work-life balance and contribute to the growing body of research in these areas. Herein, the author provides a discussion of the survey's outcomes and other research that underlines the fact that teachers, much like other Canadians, have become more aware of the necessity of balancing their working lives with their personal lives. They also understand that teachers' conditions of professional practice have an impact on their effectiveness as educators and hence, on their students' learning conditions. It stands to reason that in order to improve the quality of education for all students, including and especially those students with the greatest learning needs, more attention needs to be paid to improving teachers' working conditions.