This study examines the impact of the International Baccalaureate (IB) Middle Years Programme (MYP) on teaching and learning. The IB is growing exponentially worldwide, but little is known about the impact of the MYP on teaching and learning, from the perspectives of key stakeholders who have been offering the program in their school for many years. We use a qualitative research design to examine stakeholders' perspectives about three research questions. First, what are the impediments and enablers of offering the MYP? Second, what are the benefits and opportunities of the MYP on teaching and learning? And third, what are the limits and challenges of the MYP on teaching and learning? The sample includes five schools (three government and two independent) with a range of socio-economic compositions (one low, three average, one high). While analyses are ongoing, preliminary findings suggest that stakeholders value how the MYP promotes students' critical thinking and global mindedness. They also value the MYP's attention to the holistic development of students via community service. In terms of teaching, they value how it helps teachers work collectively and provide clear feedback to students. On the negative side, stakeholders noted that the MYP creates extra demands on teachers in terms of lesson planning and assessment; juggling competing pressures on the curriculum were also noted. Stakeholders noted that training, support and resources for managing the extra demands associated with offering the MYP are not always adequate. Recommendations for policy and practice will be discussed.