Due to the current shortage of special education teachers and the rising concerns over attrition and retention, it is important to understand what is contributing to teacher burnout and self-efficacy. This purpose of this quantitative, non-experimental, cross-sectional, predictive study was to determine if there was a predictive relationship between the independent variables of emotional exhaustion, depersonalization, and personal accomplishment and the dependent variable of self-efficacy. The theoretical frameworks used in this research were Maslach's burnout theory and Bandura's self-efficacy theory. The sample consisted of 89 certified special education teachers who were currently employed in a Texas urban school district. Participants completed a demographic questionnaire, along with the Maslach Burnout Inventory-Educator Survey and the Teachers' Sense of Efficacy Scale (short form). Multiple linear regression was used to analyze the data. The results indicated a statistically significant relationship for emotional exhaustion and personal accomplishment. A significant regression equation was found (F(3, 85) = 9.420, p < 0.001), with an R[superscript 2] of 0.250. The negative correlation between the variables of burnout and self-efficacy potentially impacts special education teacher retention and attrition. The results did not indicate a statistically significant relationship for depersonalization. The correlation between burnout and self-efficacy has been noted in previous studies. [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.]