The present study aimed to compare the burnout-levels of the Turkish EFL instructors working at state and public universities, depending on several variables in terms of emotional exhaustion, depersonalization and reduced personal accomplishment. One hundred and four Turkish English as a Foreign Language (EFL) instructors working at several Turkish state and private universities participated in the research. The data were collected through a personal information form and Maslach Burnout Inventory-Teacher Form online. The data were analyzed with descriptive statistics, the Mann-Whitney U Test and the Kruskal-Wallis H Test. The findings of the present study showed that the Turkish EFL instructors at Turkish state and private universities experienced moderate levels of emotional exhaustion and high levels of depersonalization and reduced personal accomplishment. The findings also indicated that gender, the type of the educational institutions, peer support, age, workload, classroom size and teaching experience did not have an effect on the three dimensions of burnout, while administrative support, student behaviors, job satisfaction, work stress, social support and salary had an effect on different dimensions of burnout. According to the findings, salary and administrative support had an effect on depersonalization, and social support affected emotional exhaustion, while student behaviors, job satisfaction and work stress had an impact on the three dimensions of burnout. The findings were discussed and suggestions were made, depending on the findings.