The purpose of this study was to examine burnout during the career cycle of special education teachers working with students identified with emotional disturbance. Specifically, this study explored how teachers utilized coping strategies during their encounters with burnout, and the supports needed for long term success. Eight special education teachers in a special day school participated in the research. Using a basic qualitative design, this study collected data though interviews with each participant. Teacher's experiences were analyzed by examining their encounters with each of the burnout dimensions: emotional exhaustion, depersonalization, and personal accomplishment. Six emerging themes highlighted student behaviors as a factor contributing to burnout. The data found that emotional exhaustion can be temporary and not always a permanent concern. Conversely, the results showed little to no indication of depersonalization and lack of personal accomplishment. The data suggested that aspects of both teacher career phases and student disability classification can positively and negatively affect teacher encounters with burnout. Future research may determine how the teachers with 15 more years remain successful. Comparative research may determine the degree of burnout on non-special education teachers and general education student populations; and further investigate the application of successful coping strategies. [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.]