Cognitive load theory (CLT) describes the usage of working memory resources during problem solving. CLT is a tripartite scheme that serves as a theoretical framework to motivate the design of instructional materials. Intrinsic load is directly related to learning objectives, while extraneous load refers to the resources wasted by attending to irrelevant information, and germane load is affiliated with generative processing. A semi-structured interview was conducted with N=13 participants to validate a cognitive load survey that was provided to students upon completion of a physics exam to determine the subjective cognitive load that students experienced while solving the exam questions. The survey consists of eight statements designed to delineate the different types of load. Interview participants were asked to group statements into any of three piles based on thematic similarity, and answer questions that probed their understanding of the statements. Participants overall grouped survey items as per the triarchic model proposed by CLT, thus validating the survey.