The purpose of this study was to systematically locate primary studies in Sub-Saharan Africa that addressed student-, teacher-, work environment-, state/government-, cultural-, and community/external-related factors and burnout implications and resolutions among special education teachers (SETs). A systematic integrative review with six tasks was employed to locate, determine, and summarize the most relevant and alarming findings among SETs in Sub-Saharan Africa. There were 45 primary studies used to complete the integrative review, which consisted of quantitative, qualitative, and mixed-methods studies, and gray literature. The primary studies came from Nigeria, Kenya, South Africa, Ghana, Zimbabwe, Uganda, Namibia, Botswana, and Tanzania. Quality indicators were used to vet and scrutinize the quality of the primary studies. The major issues of the quality of the primary studies were linked to the survey studies, where survey researchers failed to describe their selected instruments and the validity and reliability of past scores. The major findings were (a) student disability categories; (b) SET demographics such as level of education and years of teaching; (c) low self-efficacy; (d) school climate concerns such as inadequate resources and special education experts; (e) role conflict and work overload; (f) poor academic advancement and infrastructure such as low numbers of quality trained professionals country-wide; and (g) high reports of stress. Additionally, very few primary studies directly measured SET burnout, such that the SET burnout rate remains unknown in Uganda and Sub-Saharan Africa; one promising SET burnout intervention came from Nigeria and was known as rational emotive occupational health control therapy. [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.]