Scholars have extensively studied teachers’ workloads and the connection between teacher workload and burnout. The changes in workload during virtual learning caused by the COVID-19 pandemic have been documented, but changes upon the return to in-person schooling have yet to be explored. In this paper, I examine Chicago Public Schools teachers’ perceptions of their workload and how they are reacting to this. Using nine qualitative interviews, I found strong evidence of a rise in workload caused by the decline of students’ emotional and academic skills. As teachers take on multiple roles in the classroom, they have been left to support students on all fronts. In response to this workload, most teachers have reported taking a step-back from all these responsibilities and only doing the minimum requirements of their job. The exceptions in this trend may point to inequities in the resources available to each school and teacher. These findings further current research on teacher workload, burnout, and effects of the COVID-19 pandemic. Three policy recommendations to Chicago Public Schools are offered to aid with teachers’ workload based on the findings of this study. The findings presented here may help guide future studies on how teachers at different types of schools adapted to in-person learning after the pandemic.