This dissertation explores the phenomenon of burnout among teachers of special education students in rural schools, focusing on understanding the factors that contribute to burnout and the strategies that can mitigate its effects. The study used a qualitative research design to interview teachers from a rural Board of Cooperative Educational Services (BOCES) district in New York State. The research aimed to identify the job demands and resources that influence burnout, drawing on the Job Demands-Resources (JD-R) model and Maslach's Burnout Theory. The findings reveal that systemic and institutional factors, emotional labor, coping strategies, and a sense of professional efficacy and personal accomplishment are central themes in the experiences of these educators. This study contributes to the limited research on burnout in rural special education teachers. It offers insights into developing support systems and interventions to enhance teacher well-being and efficacy in rural special education settings. [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.]