The purpose of this study was to understand the level of burnout special education teachers experienced and the psychological factors such as depression, anxiety, stress, and nonsupport that are often associated with burnout. The sample (N=84) consisted of special education teachers from across the country. The participants were administered a demographic questionnaire, the Maslach Burnout Inventory-Educators Survey (MBIES), and the Personality Assessment Inventory (PAI). The researcher hypothesized that (1) special education teacher burnout would be positively correlated with the following demographics: age, years of experience, level of education, certification, and the number of students in the classroom. (2) The following variables will be positively correlated with special education teacher burnout: anxiety, depression, stress, a non-supportive environment, and features of Borderline Personality Disorder as measured by PAI scales. (3) The variable of warmth will be negatively correlated with special education teacher burnout as measured by the PAI scale of Warmth (scale Z). (4) Having a non-supportive environment will be the best predictor of special education teacher burnout as measured by the PAI scale of Nonsupport (scale D) even after accounting for the variance of demographic variables. After several months, the PAI was removed from the study due to several factors and the last three hypotheses are now being examined in an exploratory manner. Statistical analyses were conducted for Hypothesis 1 and results indicated that participants experienced higher levels of burnout with increased chronological age; participants experienced lower levels of burnout the higher the reported level of education the participant received; and participants experienced lower levels of burnout as the number of students in the classroom increased. This study also provides recommendations for future research that will continue to bridge the gap between the fields of education and psychology.