This phenomenographic investigation examined the perceptions and perspectives of eight middle-aged/mid-career women teachers' lived experience of teacher burnout. While school districts, leaders, and the larger communities in which they reside problematize burnout and present the phenomenon as a condition to be treated or a problem to be solved, their attempts are not informed by data related to teachers' expression or description of burnout. Addressing those gaps can better inform practices designed to support teachers' well-being and resilience by providing insights into the unique circumstances and characteristics of the burnout phenomenon from the perspective of the teacher. A virtual introduction meeting was held with each participant to build trust/rapport and introduce the photo elicitation and reflection journal directions before participants participated in a semi-structured interview. They curated a collection of six to eight photos that represented their burnout experience and then wrote one reflection journal entry describing the process or additional insights the process provided. Semi-structured interviews were conducted, then audio recorded, transcribed, and analyzed using the interpretive phenomenological approach (IPA). Findings indicated that middle-aged/mid-career teachers experience teacher burnout differently; from each other and from earlier in their careers. The demands of the job continued to be rigorous, however a lack of autonomy/control over their circumstances (often in a demoralizing way) and a need to continuously present a "good" teacher identity took a toll on their well-being, motivation, and connection to the field of teaching. Using Bronfenbrenner's Ecological Systems Theory as an interpretive lens during analysis, contextual factors found in the exosystem (school board/district personnel, school norms/social culture, etc.) were most frequently noted in participant narratives. According to adult developmental psychology, women teachers in the middle-age stage of life undergo a re-evaluation period and begin to note "scarcity of time." Participants expressed an awareness that their teaching career moved toward its final stage; prompting questions/insights into their place in the larger education system, place in the teaching profession and their own identity. Personally, five participants noted an increased awareness of limited time with their families; the aging of children and of parents. The recommendations from this investigation may support school leaders in proactively supporting experienced teachers' well-being, planning for their individual professional development needs, or advocating for systemic changes that could result in a healthier work/life balance for all educators. [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.]