Student workload has been recognized as a major factor in the teaching and learning environment (Kyndt, Berghmans, Dochy & Bulckens (2013). As a matter of fact, Whitelock, Thorpe, and Galley (2015) argued that dropout It can occur when students are unable to devote the necessary time to their course work. Despite these claims, however, student workload is still a neglected issue in research literature as well as in practice among teachers. (Chambers, 2006). Thus, this mixed-methods study aims to examine the impact of student workload on the learning experiences of Senior High School students of Baliuag University. A total of 537 grade 11 (incoming grade 12) and grade 12 students (incoming freshmen) were selected as respondents of the study. Data were gathered using interview, focus group discussion, and survey method. The findings of this study will benefit the senior high school students, principals and administrators by proposing a senior high school schedule with a balanced mix of curricular and co-curricular activities that will develop senior high school students holistically and improve their learning and capacity to handle multiple activities inside and outside of the classroom.