A nursing faculty shortage across the US, with vacancy rates at 8.8%, is limiting student capacity during a time when future nurses are needed most. Contributing factors, including growing levels of mental health issues, can be seen among nursing faculty, leading to more and more nurses leaving nursing academia. This study aimed to identify associations between psychological distress with burnout in nursing faculty teaching in an undergraduate nursing program. A quantitative design was utilized using a descriptive method with a convenience sample of nursing faculty (n = 150) from the southeastern U.S. The Keesler Psychological Distress Scale was correlated with the Oldenburg Burnout Inventory. Regression analysis was used to analyze the data. Psychological distress was reported in 25% of the sample. Burnout was reported in 94% of the sample. Psychological distress and burnout were significantly correlated (p > 0.05). Race, gender, and age (p > 0.05) contributed to psychological distress. Psychological distress and burnout are key factors contributing to the current nursing faculty shortage. Interventions promoting a healthy mental-wellbeing among nursing faculty are needed. Implementation of mentorship, resources, the inclusion of diversity within nursing academia, and mental health awareness can improve mental health outcomes among nursing faculty. Further research is needed to explore the improvement of mental well-being among nursing faculty. [For the full proceedings, see ED652228.]