During the coronavirus pandemic, the world shifted. Violence nationwide surged and teachers were forced to shift their classrooms to a remote style of education. These changes caused academic and social-emotional learning deficits as well as increases in violent behaviors exhibited by students when learning returned back to an in-person style. Since learning shifted back to in-person, teachers have been leaving the profession in greater numbers than prior to the coronavirus pandemic and the teachers that stayed in the profession have been experiencing a reported burnout crisis. This study is a transcendental phenomenological exploration of the combined impacts of the coronavirus pandemic and community violence on the professional well-being of Chicagoland area teachers. Five current Chicagoland area teachers between the ages of 25 and 90 with experience teaching in Chicagoland area schools before and during the coronavirus pandemic as well as experience teaching students who attended school before and during the coronavirus pandemic were recruited for the study. Interviews were analyzed using the Moustakas Transcendental-Phenomenological Reduction method. Findings revealed that the essence of the impacts on professional well-being in Chicagoland area teachers as a result of the combined impacts of the coronavirus pandemic and community violence encompasses experiences during in-person learning, remote learning, loss, and burnout and these experiences were impacted by parents, administrators, and other teachers. These findings can help mental health counselors understand the psychological needs of Chicagoland area teachers. Additionally, school leaders can help teachers by changing their expectations and mitigating the effects of burnout. [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.]