The purpose of this quantitative associative correlational study was to determine if and to what extent there was a statistically significant relationship between behavior classroom management strategies and the teacher burnout dimensions of emotional exhaustion, depersonalization, and personal accomplishment in PK-12 classrooms in New York State. The theoretical framework that provided the foundation for this research study was Martin and Sass's Behavior Instructional Management Scale (BIMS) and Maslach's multidimensional burnout theory because they supported the variables of behavior classroom management strategies and the burnout dimensions of emotional exhaustion, depersonalization, and personal accomplishment. Three research questions examined if there was a statistically significant relationship between behavior classroom management strategies and the burnout dimensions. Participants were recruited from a single school district in New York State. A convenience sample of 132 teachers completed the BIMS and the MBI-ES. Data were analyzed using a Pearson r test. The results for behavior classroom management strategies and emotional exhaustion were r(130) = -0.11, p = 0.21. The results for behavior classroom management strategies and depersonalization were r(130) = -0.09 and p = 0.33. The results for behavior classroom management strategies and personal accomplishment were r(130) = -0.09 and p = 0.33. The outcomes of the study showed that there is no statistical significance between behavior classroom management strategies and the burnout dimensions of emotional exhaustion, depersonalization, and personal accomplishment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]